1. Sra. Miller

2.  Hola, Me llamo Maria.  Soy la maestra de espanol.  Soy de Puerto Rico.  Vivo en Leesburg. ¿Cómo te llamas?

3. Instructions: The teacher starts off by saying “Me llamo Maria”.The next person says “Me llamo _______, y élla se llama Maria”. The third person says “Me llamo ______, ella se llama María y él se llama ______ and so forth, the goal is to see who can go through the entire class without missing anyone’s name.

4. Thumbs up if you Thumbs down if understood what you need help You are going to do

5. Try to recognize some familiar words: Felipe es un estudiante en la universidad. Todos dicen que él es muy inteligente y organizado. Él quiere ser doctor famoso como su papá.

6. Felipe es un estudiante en la universidad. Todos dicen que él es muy inteligente y organizado. El quiere ser doctor famoso como su papá. Did you recognize these cognates ?

7. Read a passage: Try to translate the main idea of a paragraph by identifying familiar words that will help to understand its content. Mi familia es fantástica. Mi mamá es muy paciente. Mi papá es muy serio. Answer the following: 1. What is the narrator’s mother like? 2. What is the narrator’s father like? 3. What does the narrator think about his family?

8. Mi familia es fantástica. Mi mamá es muy paciente. Mi papá es muy serio. Answer the following: 1. What is the narrator’s mother like? patient 2. What is the narrator’s father like? serious 3. What does the narrator think about his family? fantastic

11. Unit Goal: Students will be able to introduce themselves and others and exchange essential personal information in the target language. Topic: Cognates Essential Question: What are the advantages of being able to communicate in more than one language? Today’s Objective: Identify words that are similar to those in my own language (cognates) and/or characters that help understand the meaning.

12.  Prepare flashcards of 50 Spanish words given by your teacher. Your job is to put them into groups according to what endings they have in common.  When you are finished, look at your groups and see if you can determine a general rule or pattern for how some English words will look in Spanish.  Use INB pg. ___ to write the rules you discover in your Cornell notes.

13. importante, famoso, corporación, actualmente, comunidad, sistema, problema, universidad, ambicioso, artista, suficiente, argumento, florista, sarcástico, clásico, patriótico, equivalente, necesidad, acción, curioso, religioso, elegante, vocabulario, democracia, testamento, diccionario, romántico, indiferente, director, turista, absolutamente, circulación, abundante, farmacia, proposición, central, programa, urgencia, atención, realidad, animal, monumento, cómico, itinerario, actividad, experiencia, idealmente, lista, usual, delicioso

14. Essential Question: What are the advantages of being able to communicate in more than one language?

15.  Cognates are words in two languages that have a common development and thus are similar or identical in their meanings.  For example, without knowing any Spanish you could guess that the word “apartamento” means apartment in English.  This does not mean that you can simply add an “o” or “a” to the end of any English word and make it Spanish.

16.  Spanish is a language that evolved from Latin over the last two thousand years.  English, although it is not as closely related to Latin as Spanish, borrows thousands of words from Latin, many of them the same words that Spanish uses.  Both languages have borrowed many words from Classical Greek. This results in thousands of cognates between English and Spanish.  This helps to give us a leg up in learning Spanish vocabulary.

17.  Cognates help to Spanish beginners feel more comfortable with this new language.  Establishes a link between English and Spanish.  Students are aware of the common origin of words.  Allows students to explore the language far beyond from school’s objectives.

18.  There are also false cognates. These are words that look like words in English, but have no common meaning.  For example, the Spanish word carpeta does not mean carpet in English, instead it means folder.

19. Some Spanish words look like English words but they have a very different meaning. These words are called false cognates. Here are a few examples :  actual - current (NOT actual)  asistir - to attend (NOT to assist)  largo - long (NOT large)  embarazada - pregnant (NOT embarrassed)  la fábrica - factory (NOT fabric)  la librería - bookstore (NOT library)  exito – success (NOT exit)

20. Instructions: 1. Your job is to put them into groups according to what endings they have in common. 2. When you are finished, look at your groups and see if you can determine a general rule or pattern for how some English words will look in Spanish. 3. Now that you put the words into groups according to what endings they have in common, come up with a rule for each of the groups  Use INB pg. ___ to write the rules you discover in your Cognates Cornell notes.

21. If an English word ends in “ary” the Spanish rule is to generally add “ario” to the end of it.  aniversario - anniversary  diccionario - diccionary  disciplinario - disciplinary  itinerario - itinerary  literario - literary  necesario - necesary  ordinario - ordinary  vocabulario - vocabulary

22. If an English word ends in “ist” the Spanish rule is to generally add “ista” to the end of it.  socialista – socialist  egoísta – egoist  artista – artist  lista - list

23. If an English word ends in “ty” generally change it to “dad.”  electricidad – electricity  universidad – university  identidad – identity  actividad – activity  curiosidad - curiosity

24. If an English word ends in "tion" generally change it to "ción".  acción – action  instrucción – instruction  condición – condition  combinación – combination  asociación - association

25. If an English word ends in "al" some of the time the Spanish word is identical.  criminal – criminal  natural – natural  usual – usual  brutal – brutal  local – local  animal – animal  ideal - ideal

26. For adverbs, which end in “ly” you change it to "mente".  exactamente – exactly  naturalmente – naturally  finalmente – finally  normalmente – normally  absolutamente - absolutely

27. For words that end in “ente” you change it to "ent".  agente - agent  cliente - client  diferente - different  equivalente - equivalent  indiferente - indifferent  patente - patent  potente - potent  suficiente - sufficient

28. For words that end in “ encia ” or “an cia ” you change it to " en” or “ ance".  conciencia - conscience  diferencia - difference  distancia - distance  experiencia - experience  importancia - importance  instancia - instance  obediencia - obedience  tolerancia - tolerance

29. English words that end in -ic usually have a Spanish cognate that simply add an -o. Examples: o atlántico – atlantic o automático – automatic o democrático – democratic o escolástico – escolastic o romántico – romantic o sarcástico - sarcastic

30.  Words that end in -ment in English have equivalents in Spanish that simply add an -o. These words are nouns. argumento - argument monumento - monument sacramento - sacrament suplemento - supplement testamento - testament

31. Some English words that end in -ous have a Spanish cognate that ends in -oso. Examples:  ambicioso - ambicious  curioso - curious  delicioso - delicious  famoso - famous  glorioso - glorious

32. On your own paper, write what you think the following cognates mean: 1. diciembre11. activo 2. mapa12. turista 3. tomate13. artista 4. melón14. inteligente 5. animales15. acción 6. diccionario16. agosto 7. falso17. música 8. estudiante18. elefante 9. accidente19. historia 10. autógrafo 20. pingüino

33. Check your answers: 1. diciembre- December11. activo - active 2. mapa - map12. turista - tourist 3. tomate - tomato13. artista - artist 4. melón - melon 14. inteligente - intelligent 5. animales- animals15. acción - action 6. diccionario - dictionary16. agosto – august 7. falso - false17. música – music 8. estudiante- student18. elefante – elephant 9. accidente- accident19. historia – history 10. autógrafo - autograph20. pingüino – penguin

34. Spanish words that end in -a, -o or -e very often have an equivalent in English. Simply drop or change the last vowel. airelista atletamapa casomedicina causaminuto costomucho creativoparte créditopersona dietapositivo dramarápido favoritouso formavíctima guitarravisita

35.  Some Spanish words look exactly the same as they do in English, but you must pronounce them differently because you are speaking in Spanish (obviously).  For example, the word doctor is the same in English and in Spanish, but must be pronounced differently because vowels make different sounds in Spanish than they do in English.

36.  Here are more words that are spelled exactly the same in Spanish and English but are pronounced differently: Animal, actor, hotel, color, director, general, hospital, and moral  There are several more, these are just a few examples.

37.  The Spanish alphabet is almost the same but one letter was added and there are some letters that are pronounced different when are used in a word. http://www.onlinefreespanish.com/aplica/lessons/a lphabet/alpha1.htm#.V3GRhnmFPRw  There are five vowels in Spanish as well as in English: A, E, I, O, U, In English, there are many ways to pronounce the five vowels but in Spanish, each vowel is pronounced only one way.  The vowel sounds in Spanish are essential to correct pronunciation and, of course, to learning to read.

38. Note that Spanish vowels are much shorter than English vowels. For example, take the letter “O”. When you say the letter “O” in English, it can sound like “Oooohwa”. In Spanish, it is much shorter and staccato and will sound like: “Oh”.

39. Write down the vowel sounds based on English words Doing this will give you a guideline to refer back to as you work on getting your vowel sounds right and making them sound more natural. “A” will always sound like the “a” in “father”. “E” will always sound like the “e” in “eh” in “elephant”. “I” will always sound like the “e” in “be”. This letter can be confusing as it sounds the same as the letter “e” in English. “O” will always sound like the “o” in “oh” or “October”. It will always sound short and without an “ooh” sound. “U” will always sound like the “u” in “flute” or in the Spanish word “uno”.

40. The reading passage below contains many cognates and also will give you the opportunity to practice vowel pronunciation. Read it and see if you are able to recognize enough cognates to respond to the questions. En el zoológico, mis amigos y yo vieron muchos animales. Yo vi un elefante, un chimpancé, un rinoceronte, y un hipopótamo. No vi ni un gorila ni un leopardo. 1. Where did the people in this reading passage go? 2. What are 4 things they saw there? 3. What are 2 things they did not see? 4. Which vowel was hard to pronounce?

41. fisgardeslucidocelestecucu abejorimaenteleridoplaga gorgoteoatencioncrimeninsistir cucurucholetrasoldadochocolate deliciosodenostaroportunidadtelefono excelenteafrutctorfuturoultima positivofrutanocturnodelirio importanteinformacionconsultacionbanco

42. Then write those words, you found hard to pronounce, with correct spelling Ex. fisgar fees-car deslucidocelestecucu abejorimaenteleridoplaga gorgoteoatencioncrimeninsistir cucurucholetrasoldadochocolate deliciosodenostaroportunidadtelefono excelenteafrutctorfuturoultima positivofrutanocturnodelirio importanteinformacionconsultacionbanco

43. baraja (pack of cards) tintinear (to tinkle/jingle) babear (to babble) mono (monkey) albondiga (meatball) rombo (rhombus) gorgoteo (gurgling) escaliche (pig latin) insignificante (insignificant) futuro (future) ilegal (illegal) payaso (clown) bikini (bikini)

44. With a partner, practice for a few minutes the tongue-twisters your teacher will hand to you. Make sure you are pronouncing the vowels right.