Actuar Conjugation in Spanish, Translation and Examples

Actuar Conjugation in Spanish, Translation and Examples Actuar is a common Spanish verb that means to act in most senses of the English verb, such as to take an action, to behave, and to perform a role. It can be used in a wide variety of contexts. Actuar Conjugation Actuar is conjugated the same way as other -ar verbs,  but with a twist: When a regular conjugation of actuar would end up putting the accent on the first syllable, the u gets an accent mark to shift the accent to the second syllable. Under the rules of strong and weak vowels, placing the accent on the à º makes the vowel into a separate syllable. So, I act becomes actà ºo,  and is pronounced ahk-TOO-oh. The accent is required on some of the indicative present, subjunctive present, and imperative forms. The other forms- indicative preterite, indicative, and future; the imperfect subjunctive; the gerund; and the past participle- are unaffected. About two dozen verbs ending in -uar are conjugated the same way. Among the most common are continuar (to continue), evaluar (to evaluate), fluctuar (to fluctuate), situar (to situate), and valuar (to value). Present Indicative Tense of Actuar Yo acto I act Yo acto con impunidad. T actas You act T actas en la pelcula de terror. Usted/l/ella acta You/he/she acts Ella acta como una dictadora. Nosotros actuamos We act Nosotros actuamos para prevenir una emergencia. Vosotros actuis You act Vosotros actuis con violencia innecesaria. Ustedes/ellos/ellas actan You/they act Ellos actan con entusiasmo. Actuar Preterite The preterite is a past tense that is used for actions that concluded at a definite time. It contrasts with the imperfect tense, which is used for background actions or actions that didnt have a definite ending. Yo actu I acted Yo actu con impunidad. T actuaste You acted T actuaste en la pelcula de terror. Usted/l/ella actu You/he/she acted Ella actu como una dictadora. Nosotros actuamos We acted Nosotros actuamos para prevenir una emergencia. Vosotros actuasteis You acted Vosotros actuasteis con violencia innecesaria. Ustedes/ellos/ellas actuaron You/they acted Ellos actuaron con entusiasmo. Imperfect Indicative Form of Actuar The imperfect indicative in Spanish is equivalent to  the used to verb or was/were verb -ing forms in English. Yo actuaba I was acting Yo actuaba con impunidad. T actuabas You were acting T actuabas en la pelcula de terror. Usted/l/ella actuaba You/he/she was acting Ella actuaba como una dictadora. Nosotros actubamos We were acting Nosotros actubamos para prevenir una emergencia. Vosotros actuabais You were acting Vosotros actuabais con violencia innecesaria. Ustedes/ellos/ellas actuaban You/they were acting Ellos actuaban con entusiasmo. Actuar Future Tense Yo actuar I will act Yo actuar con impunidad. T actuars You will act T actuars en la pelcula de terror. Usted/l/ella actuar You/he/she will act Ella actuar como una dictadora. Nosotros actuaremos We will act Nosotros actuaremos para prevenir una emergencia. Vosotros actuaris You will act Vosotros actuaris con violencia innecesaria. Ustedes/ellos/ellas actuarn You/they will act Ellos actuarn con entusiasmo. Periphrastic Future of Actuar Although it is colloquial, the periphrastic future has become so common that it  has come close to replacing the simple future tense in everyday speech in some regions. It is formed by using the indicative present of ir followed by a and an infinitive. Yo voy a actuar I am going to act Yo voy a actuar con impunidad. T vas a actuar You are going to act T vas a actuar en la pelcula de terror. Usted/l/ella va a actuar You/he/she are/is going to act Ella va a actuar como una dictadora. Nosotros vamos a actuar We are going to act Nosotros vamos a actuar pronto para prevenir una emergencia. Vosotros vais a actuar You are going to act Vosotros vais a actuar con violencia innecesaria. Ustedes/ellos/ellas van a actuar You/they are going to act Ellos van a actuar con entusiasmo. Present Progressive/Gerund Form of Actuar The gerund is used in the progressive or continuous tenses to emphasize  the ongoing nature of an action. Gerund:  actuando  (acting) Ella est actuando como una dictadora.   Past Participle of Actuar The past participle is used with haber to form the perfect tenses. Participle:  actuado  (acted) Ella ha actuado como una dictadura.   Conditional Form of Actuar The  conditional tense, sometimes known as the hypothetical future, is used for actions that would take place if some other condition is met. Yo actuara I would act Yo actuara con impunidad si no tuviera conciencia. T actuaras You would act T actuaras en la pelcula de terror si no tuvieras miedo a las serpientes. Usted/l/ella actuara You/he/she would act Ella actuara como una dictadora, pero es demasiado agradable. Nosotros actuaramos We would act Nosotros actuaramos si hubiera una emergencia. Vosotros actuarais You would act Vosotros actuarais con violencia innecesaria si no fuera peligroso. Ustedes/ellos/ellas actuaran You/they would act Ellos actuaran con entusiasmo si tuvieran buenos papeles. Present Subjunctive of Actuar Que yo acte That I act La corte no permite que yo acte con impunidad. Que t actes That you act El director quiere que t actes en la pelcula de terror. Que usted/l/ella acte That you/he/she act Es lamentable que ella acte como una dictadora. Que nosotros actuemos That we act La alcaldesa quiere que nosotros actuemos para prevenir una emergencia. Que vosotros actuis That you act Es triste que vosotros actuis con violencia innecesaria. Que ustedes/ellos/ellas acten That you/they act Samantha quiere que ellos acten con entusiasmo. Imperfect Subjunctive Forms of Actuar Either of these forms of the imperfect subjunctive can be used without a difference in meaning. The first option is used more often. Option 1 Que yo actuara That I acted La corte no permita que yo actuara con impunidad. Que t actuaras That you acted El director quera que t actuaras en la pelcula de terror. Que usted/l/ella actuara That you/he/she acted Era lamentable que ella actuara como una dictadora. Que nosotros acturamos That we acted La alcaldesa quera que nosotros acturamos para prevenir una emergencia. Que vosotros actuarais That you acted Es triste que vosotros actuarais con violencia innecesaria. Que ustedes/ellos/ellas actuaran That you/they acted Samantha quera que ellos actuaran con entusiasmo. Option 2 Que yo actuase That I acted La corte no permita que yo actuase con impunidad. Que t actuases That you acted El director quera que t actuases en la pelcula de terror. Que usted/l/ella actuase That you/he/she acted Era lamentable que ella actuase como una dictadora. Que nosotros actusemos That we acted La alcaldesa quera que nosotros actusemos para prevenir una emergencia. Que vosotros actuaseis That you acted Era triste que vosotros actuaseis con violencia innecesaria. Que ustedes/ellos/ellas actuasen That you/they acted Samantha quera que ellos actuasen con entusiasmo. Imperative Forms of Actuar Imperative (Positive Command) T acta Act! Acta en la pelcula de terror! Usted acte Act! Acte como una dictadora! Nosotros actuemos Lets act! Actuemos para prevenir una emergencia! Vosotros actuad Act! Actuad con violencia innecesaria! Ustedes acten Act! Acten con entusiasmo! Imperative (Negative Command) T no actes Dont act! No actes en la pelcula de terror! Usted no acte Dont act! No acte como una dictadora! Nosotros no actuemos Lets not act! No actuemos para prevenir una emergencia! Vosotros no actuis Dont act! No actuis con violencia innecesaria! Ustedes no acten Dont act! No acten con entusiasmo!

Teaching for Exceptionalities Essay Example

Teaching for Exceptionalities Essay Example Teaching for Exceptionalities Essay Teaching for Exceptionalities Essay Teaching for Exceptionalities First Heading Education is one of the top concerns of millions in the country for all children of all ages and any complications or barriers they may have. At one point children were not only divided by age and level of knowledge but also by their disabilities. Teachers who taught special education to children with disabilities had to be certified to be allocated to teaching children with all types of disabilities. With each passing year, as the number of children being educated increases, teachers who may have never had the pleasure of teaching children with disabilities are now being tasked with educating them and understand how to incorporate lesson plans that is successful not only for themselves but as well as their regular students and those with disabilities (Ogletree, Billy T. 2000). Physical disabilities are typically the easiest disability that are visible to others and can be noticed immediately (Landers Courtade Ryndak 2012). During the practicum hours and interaction with students of the summer program at Kyrene de la Esperanza Kids Klub, the author was able observe how the children with physical disabilities were able to interact with other children and not allow their disability to impact their performance as much as possible. Considering the observation was completed during summer vacation there wasn’t much curricular or academic lessons taught on a daily basis but the summer camp incorporated some teaching ideas as much as they possibly could to allow the students to still learn while having fun. One of the activities that were played was a physical/math exercise called Place Value Math which the children loved. To play the game there were cones labeled with numbers 0-9. The children were then paired up and one would decide to be the â€Å"tens† and the other child would be the â€Å"ones†. The object was to have the teacher yell out math problems and together the students would come up with the answers and divide up to go to the cone that identified their â€Å"tens† numbers or â€Å"ones† number. For example, the teacher would yell out â€Å"7+8† since the answer is 15 the child who was designated to the â€Å"tens† would run over to the cone marked â€Å"1† while the other student who was designated as the â€Å"ones† would run over to the cone marked â€Å"5†. The author was able to observe the children participating in Place Value Math exercise during two separate observations days and noticed that not all children were up to speed or on the same level as other children. The game was played with children between the second and fifth grade, so the math skills of some students weren’t as advanced as others but not to any fault of their own or disabilities. The author figured that it would be beneficial to either divide the game between grade levels and keep the math questions consistent for all of the children’s level, or only include math questions of the youngest child so they wouldn’t become discouraged and quit. Another accommodation that was noticed by the author was that some children couldn’t hear as well as others and needed the teacher to shout the math problem slightly louder or even repeat the problem several times before allowing the children to run to the designated comes. Finally the last accommodation was for the children who were physically disabled, one student had a disability with his leg (one leg was visibly shorter than the other leg and he had gone through several surgeries as a child) that didn’t allow him to move as fluently as the other children and another student only had the use of one of her arms (one had been amputated when she was four years old from a car accident). The accommodation to the children with physical disabilities was to eliminate any competition for racing to the cones, simply getting the answer correct as a team would result in points given out. After making the accommodations the teachers were able to see an immediate change and increase of students participating because they felt like they actually had a chance of understanding the game rules and being successful while playing. Going forward the teachers and the author both agreed that the changes were extremely successful and the activity should be continued with the new changes because all students of all ages could be involved and join in on the fun. The most interesting aspect of the observation and making changes to the activity was that they author realized that over time all lesson plans and activities would need to be modified at some point to keep up with the all the different students and their levels of knowledge. Teachers of all subjects and specialties including special education teachers should always be looking for ways to prefect their lesson plans and activities once they see a need to make changes so that each student walks away feeling as if they have a clearer understanding of material and their knowledge increases to the level it needs to. Being able to interact with students that have disabilities provides a different level of understanding on how to deliver lesson plans regardless if they are math related, writing related or physical education related. Teachers want to ensure that their lesson plans are able to adequately instruct each of their students throughout their entire career of being a teacher, and when that doesn’t happen teachers definitely need to make immediate changes. Teachers should try to implement lesson plans that are prepared to teach any student they may encounter through several semesters with very little, to no modifications required on their behalf. Having lesson plans that could be taught to children with or without disabilities and be successful is the goal of millions of teachers and teachers of the future. References Dorries, Bruce Haller, Beth (2001). The News of Inclusive Education: A Narrative Analysis. Disability and Society, Vol. 16 (Issue 6), pg 871-89,1 21 pages. Retrieved on August 3, 2012 from http://ehis. ebscohost. com. library. gcu. edu:2048/ehost/pdfviewer/pdfviewer? sid=13de37cc-368c-4eff-a438-a4cfb85bfdb6%40sessionmgr13vid=4hid=102 Ogletree, Billy T. (2000). Educating Children with Multiple Disabilities. Education Treatment of Children Vol. 23 Issue 1, pg. 96-98 2 pages. Retrieved on August 3, 2012 from http://ehis. ebscohost. com. library. gcu. edu:2048/ehost/pdfviewer/pdfviewer? sid=13de37cc-368c-4eff-a438-a4cfb85bfdb6%40sessionmgr13vid=4hid=22 Harp, Beverly Harrison, Elizabeth Jones, Melissa Kleinert, Harold Sheppard-Jones, Kathleen (2012). Students with Intellectual Disabilities going to College? Absolutely! Teaching Exceptional Children Vol. 44 Issue 5, p26-35 10 pages. Retrieved on July 12, 2012 from http://ehis. ebscohost. com. library. gcu. du:2048/ehost/pdfviewer/pdfviewer? sid=59cdfe93-7131-436b-835d-3d9b4cdf3479%40sessionmgr110vid=4hid=101 Landers, Eric Courtade, Ginevra Ryndak, Diane (2012). Including Students With Severe Disabilities in School-Wide Positive Behavioral Interventions and Supports: Perceptions of State Coordinators, Research Practice for Persons with Severe Disabilities Vol. 37 Issue 1 p1-8 8 pages. Retrieved on July 20, 2012 from http://ehis. ebsco host. com. library. gcu. edu:2048/ehost/pdfviewer/pdfviewer? sid=451e3ffd-0f17-4955-b45a-be4e2c4226e2%40sessionmgr15vid=8hid=3