Karry Putzy LeeAnn Schrage kputzy@solon.k12.ia.us IWLA 2007 lschrage@solon.k12.ia.us

IWLA 2007

Sí se puede

LeeAnn Schrage lschrage@solon.k12.ia.us

Karry Putzy

kputzy@solon.k12.ia.us

Karry Putzy LeeAnn Schrage kputzy@solon.k12.ia.us IWLA 2007 lschrage@solon.k12.ia.us ABC’s To a cadence. a b c ch d e f (students repeat) g h i j k (repeat) l ll m n ñ o p (repeat) q r rr s t (repeat) The soundoff part: U v (repeat) w (repeat) x y z Yo sé el alfabeto

a b c ch d e f g h i j k l ll m n ñ o p q r rr s t u v w x y z es el fin from Cathy Lau, Marshfield, WI.

SONGS To the tune Frère Jacques Fray Felipe Fray Felipe ¿Duermes tú? ¿Duermes tú? toca la campana toca la campana tin tan ton Martinillo Martinillo ¿Dónde estás ? ¿Dónde estás ? suena la campana suena la campana tin tan ton To the tune of Frère Jacques Buenos días, Buenos días ¿Cómo estás? ¿Cómo estás? Muy bien gracias Muy bien gracias Adiós, adiós Buenas tardes Buenas tardes Y ¿Qué tal? Y ¿Qué tal? Más o menos, gracias Más o menos, gracias Chau, nos vemos Chau, nos vemos

Sung to the tune of 10 Little Indians. 123 gatitos 456 gatitos 789 gatitos 10 gatitos son. 10 9 8 gatitos 765 gatitos 432 gatitos 1 gatito es.

Karry Putzy LeeAnn Schrage kputzy@solon.k12.ia.us IWLA 2007 lschrage@solon.k12.ia.us VOCABULARY Puedo is like Play dough; it comes in a can. Acostarse When you see the stars, go to bed. Coast into bed with the stars Quién. Put the “key in” the door, who’s there? BUSCAR Look for a bus and a car before you cross the street Hambre If you’re hungry, you want ham. Volver yo form can’t be volvo because there’s a car with that name. It has to be vuelvo. Conocer yo form can’t be conoco because that’s a gas station. It has to be conozco. COUNTRIES Many Good Engineers Have Nice Cars, Probably México, Guatemala, El Salvador, Honduras, Nicaragua, Costa Rica, Panamá My Goodness, But Eating Hot Nachos Causes Pain! (México, Guatemala, Belize, El Salvador, Honduras, Nicaragua, Costa Rica, Panamá) Bubbles Go High So No one Can Pop ‘em (Belize, Guatemala, Honduras, El Salvador, Nicaragua, Costa Rica, Panama) VEPPABUCCY from Bev Fluckiger Venezuela Ecuador Paraguay Perú Argentina Brasil Bolivia Uruguay Chile Colombia Y las Guyanas

Karry Putzy LeeAnn Schrage kputzy@solon.k12.ia.us IWLA 2007 lschrage@solon.k12.ia.us DAYS OF THE WEEK To the tune of Frère Jacques Teacher: Students repeat: lunes martes lunes martes miércoles miércoles jueves y viernes sábado domingo Eso es. Eso es. from Cindy West, Cedar Rapids and Janet Woodhouse, Vinton-Shellsburg The days of the week can also be sung to the tune of Ten Little Indians. Little miss muffet just vomited Saturday’s dinner (lunes, martes, miércoles, jueves, viernes, sábado, domingo) To the tune of Clementine: Hay siete días, Hay siente días Hay siete días en todo. domingo, lunes, martes, miércoles jueves, viernes, y sábado MONTHS To the tune of Yankee Doodle enero, febrero, marzo, abril mayo, junio, julio agosto, septiembre octubre, noviembre, diciembre The months of the year can also be sung to the tune of Ten Little Indians To the tune of Clementine En enero hace frío. En febrero también. En marzo hace viento. En abril está bien. En mayo hay flores. En junio el amor. En julio vacaciones. Y en agosto el calor. En septiembre hay neblina. En octubre el tronar. Noviembre trae lluvia. Y en diciembre el nevar.

Karry Putzy LeeAnn Schrage kputzy@solon.k12.ia.us IWLA 2007 lschrage@solon.k12.ia.us PREPOSITIONS OF PLACE with gestures that fit each of them: Izquierda, derecha Delante detrás Al lado, adentro Y algo más En frente, encima debajo, arriba Y así muchachos se acaba la rima COLORS To the tune of “la cucaracha” from Cindy West , Cedar Rapids anaranjado, y morado blanco verde y azul rosado rojo y amarillo negro, gris, café, marrón, cha cha cha To the tune of Ten Little Indians rojo blanco negro verde azul amarillo anaranjado rosado morado gris y café todos son los colores. INTERROGATIVE WORDS from Julie Lawrence Sung to Jingle Bells and “shave and a haircut, two bits” por qué –why cómo-how qué-what, dónde-where cuánto-how much, cuándo-when quién means who is there adónde to where, cuál which DO/IO PRONOUNS I tell them to remember the sentence: Lola is direct. If they know the Kinks, “Lola” walked DIRECTLY up to the guy and asked him to dance.

Order of pronouns in a sentence: RID R reflexive pronouns I indirect object pronouns D direct object pronouns

Karry Putzy LeeAnn Schrage kputzy@solon.k12.ia.us IWLA 2007 lschrage@solon.k12.ia.us DEMONSTRATIVE ADJECTIVES This and these have “t”s That and those don’t. Far away all have “a”. HELPFUL HINT When two verbs go a walking, let the first verb do the talking! PRESENT Irregular yo forms in the present tense to the tune of 10 little Indians Caigo, conozco, digo doy Hago, pongo, salgo, soy Tengo, traigo, vengo veo oigo, sé voy y estoy PAST PARTICIPLES To the tune of Rudolph the Red nose Reindeer Abierto, dicho, hecho Puesto, escrito, roto Visto, vuelto, cubierto Muerto, resuelto POSITIVE INFORMAL COMMANDS To the tune of Mary had a little lamb Di haz ve sé Pon ten ven Pon ten ven Pon ten ven Di haz ve sé Pon ten ven Pon ten ven y sal

Karry Putzy LeeAnn Schrage kputzy@solon.k12.ia.us IWLA 2007 lschrage@solon.k12.ia.us SER and ESTAR To the tune of Twinkle twinkle little star Twinkle twinkle little “estar” How you feel and where you are. “ser” can tell you where you’re from, whose is what, what time has come. Things about you that don’t change What things are for and of what they’re made. SER and ESTAR How you feel and where you are, always use the verb estar. Who you are and where you’re from, always use the other one (ser). SER and ESTAR DON’T BE LOCO Description Belonging Location (with someone/physical place) Ocupation Condition Nationality/Normal Time *normalmente isn’t permanente.

Excepciones: soltero/a, casado/a, muerto/a ESTAR LT HEC Location Temporary Health Emotions Conditions

LAF Location Ando/iendo Feelings

TLF Temporary conditions Location Feelings

ESTAR is related to the word ESTADO, which they know from ESTADOS UNIDOS

A STATE can be two things: 1. A state, as in the 50 states, or locations 2. A state, as in a condition

Karry Putzy LeeAnn Schrage kputzy@solon.k12.ia.us IWLA 2007 lschrage@solon.k12.ia.us ESTAR PLACE Position - expresses the physical position of a person or thing. Estar parado. Location - where people, places or things are located. Estoy en Paris. Action - expresses the result of an action. Ahora estoy escribiendo. José está herido. Condition -expresses changeable states such as health. Estoy enferma. Estoy gordísima!

(I hope to lose the extra pounds) Emotion -expresses emotions that may change. Estoy triste, contenta, deprimida, etc. SER DOCTOR N Description Origin Characteristics Time Occupation Relationships Nationality

C NOTE Characteristics Nationality Occupation Time, day, date Equality

NOT COED N Nationality O Origin (de, including what things are made of: de los EEUU, de algodon) T Time C Characteristic (explain the difference between a condition and characteristic very

carefully- explain the difference between es aburrido and esta aburrido, or la manzana es verde and está verde, they can usually get it)

O Occupation E event (In the beginning I usually just tell them birthday or party, but this is more than

that. Wherever you can say "tiene lugar" you may say "es", which can get confusing since it can be a location. IE: La reunion es en la cafeteria.)

D Date

Karry Putzy LeeAnn Schrage kputzy@solon.k12.ia.us IWLA 2007 lschrage@solon.k12.ia.us PRETERITE -AR endings -ER and –IR endings Little Miss muffé Mary had a little í Sat on her aste, Whose iste was white as ió (yó). Eating her curds and ó It always imos’d on the lawn Along came amos and sat down beside her and ieron’d (yeron’d) in the snow. And so she was not all aron. To the tune of 10 Little Indians Fui, fui, di, vine Tuve, hice, puse, estuve Quise, pude, supe, dije, traje y anduve To the tune of Twinkle Twinkle little star traje tuve hube di supe pude puse fui quise hice dije vine traduje anduve estuve fui traje tuve hube di supe pude puse fui Sung to the tune of B I N G O (anduvo is missing) Estuvo, quiso, puso, tuvo, pudo, dijo, supo Vino, trajo, hizo, fue (sing three times) Produjo y condujo - SABER: Do you know 'wa SUP? or "I know my SUP". - TRAER: It's a TRAJedy if you don't bring your book to class! - TENER: I had a TUV ache! - PODER: I was able to eat my PUDing. - ESTAR: There's a star (estar) in ESTUV. (supposed to be "a stove") - DECIR: What DIJ ya say? - VENIR: VIN did you come to school? (said w/ German accent!) What a TRAJedy! My PUSsy cat fell into a PUDdle. What DIJ ya say? She got QUISed after SUPper at the VINe?

Karry Putzy LeeAnn Schrage kputzy@solon.k12.ia.us IWLA 2007 lschrage@solon.k12.ia.us To the tune of La cucaracha Tener es tuve, estar estuve ir es fui y también ser poner es puse, poder es pude traje es para traer Haber, hube hacer, hice Saber, supe querer, quise Venir, vine decir, dije Dar, di Ver, vi y sin acentos These are all of the yo forms. The root of the irregulars stays the same in the other forms. Mention andar and caber that aren't included and the irregulars: hizo, dijeron, trajeron. ZORRO The Zorro technique for the endings seems to work pretty well. Put up on the board the endings for AR in one column and ER IR in another, circle the "e" on the AR column, draw a line to the "iste" in the ER IR column and bounce back and forth between the two columns until you get to nosotros and then draw the tail of the zorro directly down to the ieron of the IR column. When finished you should have a Z for zorro between the two columns and show how the endings for the irregulars bounce back and forth, using some from each column. Group the irregular verbs as UV, U, I and J. Explain that Linguistic Zorro rode around teaching the irregular forms of preterit verbs. He used the “ink” from the accent marks to “draw” the Z between the two columns of endings. Then, which verbs are Zorro verbs? Those that change to UV because Zorro needs sun protector from the harsh UV rays. Those that change to U and I because without you and me there would be no need to learn these verbs. and Those that change to J because Zorro is, after all, a jack of all trades. Don’t forget to mention that the J verbs don’t use the “I” in the they form. TRAER TRAJE un traje trágico. DECIR Se lo DIJE al DJ CONDUCIR CONDUJE al conde PODER PUDO tener un poodle. PONER ¿Dónde PUSISTE el gato? SABER SUPO del "soup". TENER TUVE uvas.

ESTAR ESTUVE en la "TV" HACER HICE la culebra "hiss". QUERER QUISE un "kiss" VENIR VINO con vino. VER VI un "bee". DAR Se lo DI a "Dee".

Karry Putzy LeeAnn Schrage kputzy@solon.k12.ia.us IWLA 2007 lschrage@solon.k12.ia.us IMPERFECTO Irregulars: ir, ser, ver Mental state: Sabía la verdad. Physical state: Tenía hambre. Estaba enfermo. Repeated Actions / Habitual actions: Iba a la playa todos los días. a veces en aquel entonces algunas veces a menudo cuando generalmente normalmente por lo general todos los días siempre Five special meaning verbs: Conocer: Conocí a ella ayer. I met her yesterday Conocía a ella cuando era una niña. I knew her when I was a girl. Poder: Pude dormir anoche. I managed to sleep last night. (I tried to and was finally able to.) Podía dormir anoche. I was able to sleep last night. (I had the ability to sleep last night.) Pensar: Pensé que ella era inocente. It dawned on me that she was innocent. Pensaba que ella era inocente. I thought she was innocent. Querer: Quise abrir la ventana. I tried to open the window. No quise abrir la ventana. I refused to open the window. Quería abrir la ventana. I wanted to open the window. Saber: Supe la respuesta. I found out (discovered) the answer. Sabía la respuesta. I knew the answer. End or beginning of action is unclear, the action is ongoing: Miraba la tele. Condition or characteristic: Era una casa pequeña. Hacía mucho sol. Time and age: Era la una. Tenía diez y ocho años en 1990. Origin: Era italiana.

Karry Putzy LeeAnn Schrage kputzy@solon.k12.ia.us IWLA 2007 lschrage@solon.k12.ia.us IMPERFECT—from FLTeach Day 1 - I introduced about 16 childhood activities using a transparency (with the sixteen pictures numbered 1-16) via "natural method" techniques with comprehensible input using the imperfect of gustar first - Me gustaba +infinitive. After each group of four, I'd check for comprehension asking students to select the correct picture to match what I said. (Me gustaba jugar al escondite. Me gustaba disfrazarme., etc.) I moved into using the imperfect of each activity to have the students identify the number of the picture I was talking about. ( Me disfrazaba.,Jugaba con muñecos de peluche., Coloreaba., etc.) Students labeled the same pictures on a handout using a word bank with the infinitives. Day 2 - I draw a street with three houses on the board. I tell this story. Cuando era niño, vivía en Niagara Falls. Vivía en una calle con tres casas. Mi casa estaba en el centro. Tenía diez años. {Stop and ask questions at this point - accepting, at this point, one word answers.] Al lado vivía la familia ABA. Mama ABA siempre estaba, porque Mama ABA cocinaba. Papa ABA no estaba, porque Papa ABA trabajaba. {Questions: ¿Qué hacía Mama ABA? ¿Qué hacía Papa ABA?} Al otro lado, vivía la familia ÍA. Mama ÍA era muy inteligente, porque Mama ÍA mucho leía. También, a veces, Mama ÍA escribía. Pero no sabía que hacía Papa ÍA. Durante el día, Papa ÍA siempre salía. Y por la noche Papa ÍA volvía y dormía. {More Q & A - then go back, tell the whole story.] At this point, I present the paradigm. Because they know the patterns of the chart of subject pronouns, they quickly tell me that to get all other forms they "add an S, add an N, add an M-O-S." I want to figure how to work my Cousin ERA and Cousin IBA into the story yet...but for now I just told them and we used the pattern to figure the conjugations.

Karry Putzy LeeAnn Schrage kputzy@solon.k12.ia.us IWLA 2007 lschrage@solon.k12.ia.us PRETERITE and IMPERFECT Here's a quick trick that works for some students. Think of what it is you want to say. Ask the question "What happened?" If you can answer this question with what you wanted to say, then use the preterite. Eg. "He dropped the ball." What happened? Pues, he dropped the ball of course. "It was sunny out." What happened? Pues, NOTHING HAPPENED, it was just sunny (imperfect). " I was 5 years old." What happened? Nothing happened, so use the imperfect. Ok, so sometimes this can be confusing when dealing with sentences like " We were surfing" where they might be tempted to say that something WAS happening. But I just explain that pretty much whenever you have "was/were -----ing" or "used to -----", you need to use the imperfect. A mnemonic device that my students have found very helpful is: I HID MATTS IMPERFECT (WATER) Imperfect Weather Habitual action Age Interrupted action Time Description Emotion Mental / emotional state Repetition Age Tiempo (weather) Time Simultaneous actions PRETERIT Uses “-ed” in English One-time action Interrupts something already going on Main events Beginning or end of actions Arrivals or departures

IMPERFECT Uses “-ing” in English Habitual action Repeated action Is it an “aaape twdl” situation? A age A attitude T time A appearance W weather P physical attributes D date E emotions L location

I have given students the following: Juan quería mucho a María y quería besarla, pero cuando lo quiso hacer (or even kiss her if I am feeling silly and want a bilingual joke (it rhymes)), ella no quiso porque no quería y no lo quería. {Juan loved María very much and he wanted to kiss her, but when he tried to kiss her she refused because she didn't love him.}

Karry Putzy LeeAnn Schrage kputzy@solon.k12.ia.us IWLA 2007 lschrage@solon.k12.ia.us FUTURE Qué será será Whatever will be will be. To the tune of “Heigh ho” Diré, haré, podré, pondré saldré Tendré, vendré, querré, sabré To the tune of Ants Go Marching One by One Hablaré hablarás hablará hablaremos (hablaréis) hablarán (any verb will work. If you omit vosotros, draw out the nosotros form.) "Hungry" verbs - they drop the "e" of the infinitive ending before adding the endings of the future tense. (Get it? They're hungry because they "eat" their e's!) Caber - haber- poder- querer - saber "Discontent" verbs - replace the "e" or "i" of the infinitive ending with a d (They aren't happy with the letter they have - so they have to trade it... the word discontent was chosen carefully - because it starts with a D) poner - salir - tener- venir- valer "dirty rabbit" verbs - drop the e and c of the infinitive ending. The new "stems" all begin with dir- (from decir) and har- (from hacer) DIRty HARe = dirty rabbit Group the irregular verbs: Decir – dir- Hacer – har- Poder – podr- Caber – cabr- Saber – sabr- Haber – habr- Poner – pondr- Tener – tendr- Venir – vendr- Salir – saldr- Valer – valdr- Querer – querr-

Karry Putzy LeeAnn Schrage kputzy@solon.k12.ia.us IWLA 2007 lschrage@solon.k12.ia.us POR and PARA Por vs. para: The P.E.R.F.E.C.T. mnemonic for para. The first cause for confusion is that both por and para translate into English as “for.” Another cause for confusion lies in their many uses as prepositions. The solution for this problem is simple: learn the rules for one of the prepositions completely. When one of those rules does not apply, use the other proposition. It seems logical to focus on para because por is used more frequently. This enables us to learn fewer rules. To summarize the uses of para, we must simply remember the acronym PERFECT. Each letter represents one of its seven uses: Purpose, Effect, Recipient, Future, Employment, Comparison, and Toward. The following provide a further definition: · Purpose—indicates the purpose of an action (La hizo para garar dinero) · Effect—indicates the effect that something or someone has one someone or something else (Él estudia para ser maestro). · Recipient—indicates the person or entity that receives something (El regalo es para mi mamá. El dinero es para el fondo especial). · Future—projects to a future data or event (La tarea es para lunes). · Employment--indicates both something is used for or job employment (Las tijeras son para cortar. Carlos trabaja para IBM). · Comparison--indicates a comparison of a person or thing with another in its class (Para un estudiante, es muy inteligente). · Toward--indicates movement toward, as in terms of direction (Pablo camina para el porque). When one of the seven categories for para applies, use it. Where it does not applies, use por. There are approximately 12 uses for por. This is a process of elimination: if its not para, then it must be por! Por to the tune of “We Three Kings” Pray for, pay for, thank for use por For the sake of, in exchange for Motive, cause, in place of, duration By, in, through, for, use por.

Karry Putzy LeeAnn Schrage kputzy@solon.k12.ia.us IWLA 2007 lschrage@solon.k12.ia.us Subjunctive: P.E. Fudd Wedding Voces (INDICATIVO) Persuasion (Te sugiero que) Wishes (Quiero que) es verdad que Emotion (Me alegra que) Emotions (Ojalá que es obvio que Fuzzy (future) (quizás) Doubt (Dudo que) es cierto que Uncertainty (tal vez) Desires (Espero que) es evidente que Doubt (No pienso que) Impersonal statements es seguro que Desires (Deseo que) (Es major que) Denial (No es cierto que) Negation, Nonexistent clauses (No hay nadie que) Grief (Siento que) The subjunctive is like a wedding in that there are two parties (the novio and the novia) joining together with a ring (que). VOCES represent the voices of truth and use the present tense not the subjunctive:

es verdad que saber que no negar es obvio que pensar que no dudar es cierto que creer que no cabe duda de que es evidente que no hay duda de que es seguro que estar seguro de que

Conjunciones y el subjuntivo Escapa (Siempre – past and present subj) Cheat’d (A veces, future action) PAY (indicativo) En caso de que (in case that) Cuando (when) Sin que (without) Hasta que (until) Puesto q ue Con tal de que (provided that, as long as) En cuanto (as soon as) Ahora que Antes de que (before) Aunque (even if, although) Ya que Para que (so that) Tan pronto como (as soon as) Por muy, por mucho (no matter how much) Después de que (after)* A menos que (unless) *Note: if the subject is the same for both verbs, the conjuctions change into prepositions plus infinitive. (para quepara: Estudio para sacar buenas notas.) The cheat’d conjunctions take the subjunctive only when they refer to an action that is in the future with respect to the verb in the main clause. When the first verb is in the past, the second verb is in the past indicative, because there is no longer any doubt – the action in the first verb has already taken place. They “cheated” with the clue to the past tense.

Karry Putzy LeeAnn Schrage kputzy@solon.k12.ia.us IWLA 2007 lschrage@solon.k12.ia.us SUBJUNCTIVE More with the subjunctive: DONDE Deseo Orden Negación Duda Emoción ESCAPA E en caso de que S sin que C con tal que A a menos que P para que A aunque

UWEIRDO U - Uncertainty W – Wishes, wants E - Emotion I – Inquiry, Impersonal Expressions: es importante, es urgente, etc. R - Request Verbs D - Doubt and Denial O - Ojalá, order

SUBJUNCTIVE CLAUSES Clauses that may or may not require the subjunctive “must be teachd.” Or some say “cheatd”. T an pronto como E n cuanto A sí que C uando H asta que D espués de que Present subjunctive irregulars rhyme: Sea sepa vaya haya dé esté cha cha cha DENIM by Claire Wagner , Racine WI D doubt E emotion N negation I impersonal expression (Es imposible que) M manipulation (someone is messin' with you) Quiero que tú . . . .

Karry Putzy LeeAnn Schrage kputzy@solon.k12.ia.us IWLA 2007 lschrage@solon.k12.ia.us WEDDING DISHES W (Wishing / wanting) dar E (Emotions) ir D (Doubt) saber D (Disbelief) haber I (Impersonal Expressions) estar N (Negation /needs) ser G (God-ojalá / Grief) The thing that I like about it is that 1) The wedding often comes before the dishes, (although I realize that's changing in today's society) the honeymoon is over and 2) I tell a story about a couple who gets all emotional and uses each one of the letters of wedding with a marriage story. WEDDING and room layout by Jean Williams I decorate one of my bulletin boards with a pretty "wedding color" background and use miniature roses and lace as a border. I also use the little bridegrooms and brides where the bride's dress opens up kind of accordion like. I put these in the bottom corners of the board. The roses connect at their feet. Using the shadow affect I put the letters WEDDING. Last year I used a pastel blue background and the letters were done in pink and white. I then continued spelling out the words with the white. The bulletin board had a dishwasher made of butcher paper and poster board. The dishes were in the dishwasher. Each dish had one of the letters in a bold color. The other part of the word was written in a smaller letter. Basically each dish represented one of the DISHES words. The visual image along with the mnemonic is powerful. I either make or have made some simple tapas, sangria sin vino with plastic champagne glasses, etc. A bride, groom, and family members are chosen at random (by lottery). On the day of the reception everyone mingle and talk. They are asked to make a conscientious effort to use the subjunctive. In addition to the mingling, there is a receiving line prior to the mingling where everyone goes down the line and has to say one or two things to each person in the subjunctive. The receiver has to also use the subjunctive to respond. It is a little contrived but we have a great time plus the students really get into trying to say a variety of things. It is fun to see the students all dress up. One year my third year class invited the two-second year classes that met at the same time. The teachers, while teaching the imperative, introduced the students to the subjunctive. It was so much fun. Oh, I forgot to mention that use of the tuxedo and local tuxedo and bridal shops donated some of the gowns. To add reading and writing skills to the lesson, students have written invitations, wedding announcements and thank you notes for gifts-pictures of gifts that they would have given wrapped up in boxes. Students have even gone as far as to have the invitations printed--they had to write names "Spanish-style" using mother and father last names, etc.

Karry Putzy LeeAnn Schrage kputzy@solon.k12.ia.us IWLA 2007 lschrage@solon.k12.ia.us Tense and subjunctive Tense of main verb Action of second clause Tense of second verb

Present

Future

Present or future

Present subjunctive

Present perfect Present or future Present subjunctive

Present Past (before the main verb) Present perfect subjunctive

Past perfect

Preterit

Imperfect

Conditional

Past

Past subjunctive

Examples:

Es terrible que estés enferma.

El director ha pedido que los escritores acepten su idea.

Dudo que te gradues este semester.

Te veré cuando vengas.

Es triste que Michael Jordan se haya jubilado.

Me encantó que ella llegara a tiempo.

El quería ue yo tomara más agua.

Pronombres relativos: ¿Usar que o no usar que?

Frases sin preposición: Tipo de cláusula Forma de oración Use

Cláusula restrictiva Coma, no preposición Cualquiera

Cláusula no restrictiva No coma, no preposición QUE

* Con personas no se debe usar “QUE” y una preposición

* Cual no puede vivir sin el artículo

Karry Putzy LeeAnn Schrage kputzy@solon.k12.ia.us IWLA 2007 lschrage@solon.k12.ia.us Helpful hints To create instant write on wipe off boards, use clear SMOOTH sheet protectors and dry erase markers. Shower board cut into manageable pieces can be used with crayons and old socks to create a set of classroom dry erase boards. SONGS Miss Mary Mack había un sapo con traje verde que nadaba en el río y se murió del frío John Jacob Jinglehimer Schmidt Juan Paco Pedro de la mar mi nombre es así y cuando yo me voy me dicen al pasar Juan Paco Pedro de la mar tra la la la la la la Mexican Hat dance (used with verb conjugations—if you omit the vosotros, substitute “y”) hablo hablas habla hablamos (habláis) hablan Juan Luis Guerra y los 440 Me sube la bilirubina—doctor’s office vocabulary Gloria Estefan Ayer—preterite verbs

Karry Putzy LeeAnn Schrage kputzy@solon.k12.ia.us IWLA 2007 lschrage@solon.k12.ia.us Below is the list of learning strategies by Drs. Carine Feyten and Jeffra Flaitz from the University of South Florida. Here is the list: A - Avoid heavy reliance on a dictionary. B - Be assertive. Make and take opportunities to use the language in natural communication

both inside and outside of class. C - Compensate for your lack of linguistic ability by: *occasionally using your mother tongue *asking for help (repeat, clarify, slow down, give examples) *using mime and gesture *making up new words *describing the concept for which you lack a word *using hesitation fillers when you need to think D - Don't be afraid to make mistakes E - Evaluate your own progress F - Forget about your age or aptitude when learning a foreign language G - Guess when in doubt H - Hypothesize! Before you read a grammar rule, try to formulate it yourself by analyzing the

examples. I - If you don't understand, say so! J - Just be persistent. K - Keep a language diary. L - Limit your expectations to those that are reasonable and attainable. Be patient. M - Memorize creatively by using images, rhymes, sounds, etc. N - Negotiate with your teacher when you want errors corrected. O - Open your mind and develop a better attitude toward the native speakers and their culture. P - Praise yourself in writing. Q - Quit making excuses. If you are not making improvement in the foreign language, before

you blame your teacher or textbook, ask yourself if you are using the strategies of a good language learner.

R - Relax before you go to class and before doing homework assignments. S - Study with a partner. T - Try not to Translate in your head. Instead, try to speak spontaneously. U - Use this checklist, and refer to it periodically. V - Record new Vocabulary and grammar rules in a notebook - but do it systematically. W - Wear your successes and reWard them. X - eXamine your own language learning strategies, problems, successes, and preferences, and

talk about them with other students. Also, learn from the successes of your classmates.

Y - Yesterday's material should be reviewed systematically. Z - ZZZZZ - Wake up!! don't sleep in class. Perform every class activity.