IWLA 2011 final final final

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IWLA 2011 final final final
Friday and Saturday October 7th and 8th, 2011
Des Moines, Iowa
Amy van der Meer
[email protected]
[email protected]
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Table of Contents
(The numbers that have a star next to them are the ones that will be discussed at
the October 2011 IWLA Conference)
1. Vocabulary
2. Rápido
3. Dedo game
4. Team work
5. Guerra
6. *Pop up
7. Newspaper Bop
8. Timed Activity
9. *¡Qué lástima!
10. Slap it
11. Papa Caliente
12. Habla y Escucha
13. 6 Bean Game
14. Magic Squares
15. *Body Parts Twister
16. *Body Parts Snapping
17. Pack the Suitcase
18. Pack the Laminated Suitcase
19. Color Coded Sentences
20. Cooperación
21. Jeopardy and white boards
22. Revista
23. *Vendedor de Globos (and Geografía)
24. Piggy Bank
25. Púzles
26. Numbers Practice
27. *Dados
28. Charades to introduce vocabulary
29. Line Up Activity
30. *Ladders
31. *Mrs. Carlson’s activity
32. *Introduction of me to Sp. I or II
33. *Introduction of me to Sp. III or IV
34. Libritos
35. Batalla de Barcos
36. Verb Grid on Floor
37. *Direct Object Pronoun practice
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shown at conf.
Ex. Page 18
Ex. Page 23/28
Ex. Page 39/49
Page 24/25
shown at conf.
shown at conf.
Ex. Page 26/27
Ex. Page 19-22
Ex. Page 46
Ex. Page 33/34
Ex. Page 47/48
Ex. Page 16
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PP shown
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conf.
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at conf.
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Page 51
shown at conf.
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38. *Subasta
39. Gusano
40. *Quizlets and Quia
41. *Bablingua
42. *DVolver movie maker
43. *Yo nunca he________(I have never_______)
44. *Two Truths and a Lie
45. *Cell Phone activity
46. *Chapter books
47. *Phone a story/movie theater
48. Stations
49. *Future Projects
50. *Conditional Projects
51. *Carta de un desaparecido
(Dictatorships)
52. *Acontecimiento (past subjunctive project)
53. Game Board for any topic
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conf.P.41
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1. Vocabulary: I find the pictures on the AEA website or google/yahoo images. I use
the same pictures to make bingo cards, big flash cards with the words on the back, pesca
cards, rápido cards, habla y escucha cards, etc. I print them in color on heavy card stock
paper and laminate them for a small fee through the AEA.
2. Rápido- consists of playing three rounds. Play in partners. The first round the
teacher says the words very slowly. Second round a little faster and the third round
very fast. Divide vocabulary pictures in half so that each partner has the same
amount (if there is an odd number of cards just set one aside) When the teacher
calls a vocab word, whoever has that card gets rid of it. First one to get rid of all
their cards wins.
3. Dedo game- You can use the same rápido cards for other games as well. I have
them lay the cards up evenly and when the teacher calls a vocab word the first
student to touch it with their finger gets to keep the card. Person with the most
cards at the end wins.
4. Teamwork-Have the pair of students put all the cards facing up. This time they
are a team. As the teacher calls the cards the students flip them over. The
teacher calls all cards except for one. Students need to see if they ended up with
the same one as the teacher.
5. Guerra- Students put all the rápido cards in a pile. One card gets flipped over
and the first student to say the word in Spanish gets to keep the card.
6. Pop up: Divide class into two teams. Give each team the SAME set of vocab
pictures. Teacher calls out a word in Spanish and the first team that holds up the
card and says “Sí” gets the point. For upper levels I describe in Spanish the vocab
word and the first team that holds up the card and says the word in the target
language gets the point.
7. Newspaper Bop: Students sit in a circle. Each student gets a big flash card and
holds it so that everyone can see it. One person in the middle holding a rolled up
newspaper. A word is called out. The student in the middle needs to tap the
desk with the newspaper before that person calls out another vocab word in the
group.
8. Timed Activity with Vocab or Verbs: Make as many squares as you need so
that each student has at least one card. Student with the star on their card starts
by reading the word written on the bottom of their card. Whoever has what
student A says at the top of their card reads the top of their card out and then the
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bottom of their card. Top of the card is written in English and the bottom is
written in Spanish. Class finishes when you end up to the same card you started
with. I time them as a class and they compete with other sections to see which class
can get the lowest time.
9. ¡Qué lástima! Write all the topics you would like to practice for on the little
cards. On the back write the answers. Three cards will contain the word ¡Qué
lástima! One person goes first and draws a card for his partner. The other student
must give the answer…if he is correct he gets to keep the card. If not it goes back
into the coffee can. The person with the most cards at the end wins. When a
person draws ¡Qué lástima! , the partner puts all of his cards back into the can. The
¡Qué lástima! card stays out of the can. I just make one sheet with vocab words on
the front and double side it so that the answers are on the back. Then I print 10
copies so that each pair has a set of cards. (Page 18 has template)
10. Slap it (Matamoscas): Before students come in hang up all the vocab cards
around the room. Divide class into two teams. Call a vocab word and the first team
that hits it gets the point. If they hit the wrong card, point goes to other team.
*You could also put them all on the white board in rows, divide into two lines, call a
word and the first team to hit it wins. This takes less time and students get more
practice.
11. Papa Caliente: Students stand in a circle with a ball. Use the big vocabulary
flash cards. Play Spanish music and when the music stops, whoever has the ball must
say the word (in target language) of whatever picture that the teacher pulls from
the pile
12. Habla y Escucha: This can be used with numbers/vocab/verbs etc. In one
column you have a word that they will “hear” and in the other colum a word that
they will “speak”. They go through with a partner saying and hearing each word
until they get back up to the top. (Page 23 has template and Page 28 has example)
13. 6 bean game- Each student gets 6 beans and a sheet of paper divided into
squares. In each square is a picture of the vocab word. To start everyone puts all 6
beans in the same square. The teacher decides the square. Then teacher says a
vocab word followed by another vocab word. Student takes a bean from the vocab
picture called first and moves it to the second vocab word that the teacher calls. At
the end see who could follow along. I usually do one fast one at the end. Then I
have all students put their hands in the air (to avoid moving beans after seeing the
answers) and give a prize to the person that could follow. (Page 39/49 has example)
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14. Magic Squares: Pick the vocab words you want to practice. Make a matching
game that has the same number vertical and horizontal. It is kind of like
Suduko.
You can use pictures of your vocabulary as well. (Page 24/25 has examples)
15. Body Parts: This is a version of Twister. You have partners go up to the front
on one side of the room and another pair go up front to the other side of the room.
They are the two teams competing against each other. Each pair needs to pick an
“assistant”. (So in all there are 6 people standing in the front of the room. The
teacher gives the assistants a stack of blank notecards (big ones work best). Then
the teacher calls “hand to back” in the target language. Both pairs do this and the
assistant sticks a blank notecard in between the one person’s hand and the other’s
back. You continue reading which body parts to put together until a card falls to the
floor from one of the groups. The pair that wins stays in the front to be challenged
by another pair.
16. Body Parts: Snapping fingers three times, the teacher call two body parts.
The students have until the third snap to find a person and put those two body parts
together. Then the teacher calls two more body parts (hand to hand) and they stay
with the same partner until they hear “person to person” (persona a persona) they
then have until the third snap to find a different partner. I like to end it with “lips
to lips” and they all yell “gross” and then we sit down. Great warm up activity.
17. Pack the suitcase- Fill a suitcase full of different clothing items. I have some
of the same items but in different colors or some short sleeve, some long sleeve. I
also include sunglasses, raincoat, earrings, watch etc. Two people walk up to the
suitcase and I have several cards in my hand that have 5 items on each card. The
pair is timed as I call off the first item they have to find it and put it in the
suitcase. When they find the correct item and get it into the suitcase then I read
the second item on the card. I don’t read the second item until they have correctly
put the first item in the suitcase. The pair with the lowest time wins.
18. Pack the suitcase with laminated suitcase and laminated small photos of
clothing. This could also be used with Pack the backpack with school items but same
idea. (Page 26 and 27 has the template)
19. Color coded sentences- This is great for sentence structure and
comprehension of vocab and verbs. I make up 15-18 sentences. Then I take
construction paper and fold it into 16 squares. One color equals one sentence. I put
them into groups of two. I lay all 15-18 sentences in the front of the room and give
one sheet of paper per group that has an English side and a Spanish side. They start
with one color and form the sentence. Then they write it on their paper in Spanish
just as they have formed it. After that, they must translate it into English. After
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they are done with one sentence they mix the cards up, bring that sentence to the
front of the room and grab a different color (sentence). I tell them they must have
10 sentences complete by the end of the period.
20. Cooperación- This activity takes some time to prepare but once it is done you
will have it. There are four people to a group...if numbers aren’t even then put the
leftover people in a group of 2, 3 or 4. Each page has an A, B, C or D at the top.
Students don’t realize that. Print each page in a different color (for example all A
sheets in blue, all B sheets in green etc.) Don’t give instructions and just wait 2-3
minutes to see if anyone figures it out. Usually one person will figure out what to do.
If nobody figures it out then explain that each person has a clue to get number one
but you need everyone in the group to get the answer to number one. Once they
figure out what the word is then each person writes the word for number one. At
the end there is a hidden word in the vertical box...I used the word cooperation in
Spanish: cooperación. Then explain that without the cooperation of their group
members they could not have solved the puzzle. This can be used with any topic
or unit. I have also used it as an activity to review cultural points that we have
talked about. Write any words on the board from the activity that you think they
may not know or hand each group a dictionary. I usually don’t do this as a race but
you could to make it more competitive. When the first group finishes, I get them
started on the homework for the next day while the others finish. (Pages 19-22)
21. Jeopardy and white boards (Template is from the internet) This one I do not
do as a race because usually one group dominates so I give a certain amount of time
for each group to write their answers and then I say, “Let’s see” (¡A ver!) and each
group holds up their boards so I can see. Each group that has the correct answer
gets the points. They keep track of their points at the top of the white boards and
then for final jeopardy they write down how much they want to wager.
22. Revista Game: Break class into 4 or 5 teams. Each member of every team has
an old magazine. (I like to play with the clothing unit but could be adapted to
others) I say in the target language “red short sleeved shirt” (una camisa roja con
mangas cortas) The first student to run up to me and show me a picture of the item
called gets the point for their team.
23. El vendedor de Globos/Geografía: Print template on cardstock paper, label
the backs in target language, laminate and punch holes in cards. Put students in pairs
and give them one card. Teacher calls vocab in target language and one student puts
the tip of their pencil in the hole. The other student checks on the back to see if
the first student is correct. After some practice have students switch roles: the
other students holds the card and the second students sticks the tip of the pencil in
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the hole. Be creative, it could be used with any lesson for vocab or verb practice.
(Page 46)
24. Piggy Bank- Put students in pairs. Teacher calls out a number and the first
student to put their finger on the number gets a point. I have them hold their
finger on the number until I see that everyone has it and then I say it in English so
they can check to see if they are correct. (Pages 33 and 34 have example and
template)
25. Puzzles- Print these on cardstock. One per student. I like to use this as a
warm up activity. They must match the word with the picture. You could also do this
with matching English word to Spanish word. Each student makes their own and then
the next day they can switch with another classmate to put together.
26. Number Practice- Teacher reads the connecting numbers while students
connect the dots on their own papers...I usually give a prize to the first person who
discovers what picture we are drawing. They have to turn it to the side to see that
it is a picture of Mexico. (Page 47 and 48)
27. Dados practice- Break students into groups of 3. One dice and one pen or
pencil per group. Each student does get a sheet. Throw die until someone gets a six.
That person picks up the pen and starts filling in as much as he can on the sheet of
paper until someone else in the group rolls a six. Then next one to roll a six grabs
the pen and starts writing on their own sheet. When time is up, I have them check
their answers on the LCD projector. Then they can count up the number correct.
Top number in the class wins. This can be used with verbs or vocabulary. (EX. Pg 16)
28. Charades intro to vocab- Put on the LCD projector a partial list of vocab.
Have an action to represent each one. Students must participate. After they get
the action down, have them close their eyes. They can only quickly peek at you if
they don’t know meaning. Then, they must shut eyes again and keep participating.
Example- guapo
extrovertido
rico
pobre
alto
fuerte
divertido
viejo
aburrido
tímido
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29. Line-Up activity- Break the class into two teams. Say a sentence using two
or three of the vocab words. Each team has a set of vocabulary pictures and tries
to get those vocab pictures in the order that you used them.
30. Ladders- Draw three/four ladders on the board. (One ladder per team)
Break class into three/four teams. Teacher calls out the word/verb and the first
team that writes it correctly on their ladder gets to keep the word on the ladder.
Other teams erase their word. First team to the top wins.
31. Mrs. Carlson’s activity- Give students two minutes to look over vocab. Put
notes away and form a circle. I have a sheet of the pictures in front of me. ( I print
off several copies as once one round is done I use another set of sheets) Students
must throw the small ball to each other. Each time the ball is thrown that student
must say a vocab word from the list being studied. Then that word is crossed off
my list. Words cannot be repeated. If someone repeats or can’t think of a word
they are out of the circle. Once they are out they can cross off the words that are
called in the circle. After three people get out we refresh and start new again
which means previously said words may be used again. (Page 17)
32. Introduction activity for the first day (Sp. I or II)- PowerPoint of
pictures that describe my background. On the very first day of Sp. I, I start class
by only speaking in the target language describing my background using the pictures
from the PowerPoint and my actions to help guide for understanding. After I finish
the presentation I give them two minutes to get with a partner and comment on
things they could understand from the presentation. After the two minutes I ask
them to tell me what they learned as I go through each slide again. Then my point at
the end is to show them how much can be understood from other things besides the
language and that you must be creative when learning a new language. I point out
that you do not need to understand EVERY single word to comprehend something.
33. Introduction activity for the first day (Sp. III or IV) I hand out a
paragraph about my self with some blanks in the paragraph for them to try and
guess what the answers are. In groups of two they go through and read it trying to
fill in the blanks. I put clues at the bottom of the page to guide them. After we go
through the paragraph and put all the correct answers on the sheet, I have them
point out the three LIES that I wrote in the paragraph that are not true about me.
(Page 40 example)
34. Libritos- These can be used for a variety of different topics. Each student
will need one sheet of computer paper (colored if they want). Fold it the hot dog
way. Crease well. Open and then fold it the hamburger way. Fold again the hotdog
way. Open only half way and then cut to the center on the folded side. Open all the
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way up again and you should have a hole in the center of the paper. Fold the hotdog
way and push ends in to the center to form a librito.
35. Batalla de barco- Each person gets a copy of the “Batalla de barcos”. They
rip it in half. On the bottom sheet randomly mark 5 X’s. They represent the boats.
To guess where their partner has a ship they must conjugate the verb in the correct
form. (Can be used for any tense) Once all five ships have been found there is a
winner. On the top sheet they can keep track of which squares they have guessed
by putting an X in the ones they say. (Page 51)
36. Verb Grids on the floor- With wrestling tape make two verb charts on the
floor. Divide class into two teams. One student from each team comes up and
stands at the end of the box. Then call out a verb like hablar yo. The first student
that runs to the top left box and says “hablo” or “hablé” or “hablaría” etc. wins a
point for their team. This can be used with any tense. If they are in the wrong box
but say the correct form of the verb they do NOT get it. Or vice versa if they are
in the correct box but wrong form of verb they don’t get it. You can also hand out
marker boards to everyone so that everyone is participating each round and not just
the person at the box.
37. Direct Object Pronouns: Have everyone sit in a circle. Give each student an
item (some sing, some plural, some masc. and some fem.) Put a bucket with a ball in it
in the center of the circle. Ask, “Who has the _________?”. The first person to
raise their hand and say “Jimmy has IT/THEM.” would get a chance to throw the ball
into the bucket for an extra credit point. The person that wins sits out the next
round.
38. Subasta- For writing assignments I give my students the opportunity to revise
the mistakes that they have made in their rough drafts. Everyone turns in a rough
draft, I highlight the mistakes without giving them the correct answers but using a
key so they know what type of mistake that they have made. Before I hand them
back their rough drafts we have an auction of the incorrect (and some correct)
sentences. I give each student a sheet of paper with about 20 sentences (using the
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errors and the good sentences from the rough drafts), each student gets about 8
minutes to circle any mistakes they see. All of the sentences are incorrect except
for about 3 sentences but I do not tell them how many are correct and how many are
wrong. I just explain that some are correct.
Then, they get with their team. They decide WHICH sentences they want to buy.
(The object is to ONLY buy the CORRECT sentences) I give each team 30 euros to
spend at the auction.
Next, starting with sentence #1 I ask which team would like to buy that sentence.
They start bidding…highest bidder gets to write the number of the sentence under
their team name on the board. Go through all of the sentences.
At the end I tell them which sentences were correct. (I put this in PowerPoint form
to visually see the errors and common mistakes) The team that bought the most
CORRECT sentences wins.
This opens up a lot of discussion to re-teach common writing errors such as the
personal a, verb subject agreement, “a” with gustar “A Marta le gusta…., para vs. por,
etc.
Guía de acentos:
á alt + 160
é alt + 130
í alt + 161
ó alt + 162
ú alt + 163
ñ alt + 164
ü alt + 0252
¡ alt + 173
Á alt + 0193
É alt + 0201
Í alt + 0205
Ó alt + 0211
Ú alt + 0218
Ñ alt + 0209
Ü alt + 0220
¿ alt + 168
Guía de correcciones:
D- deletreo (spelling)
VE- verbo equivocado (wrong verb)
TE- tiempo equivocada (wrong tense)
PE- palabra equivocado (wrong word)
C- concordancia (subject/ verb don´t match
or noun/ adjective don´t match)
?- No entiendo la frase o la idea expresada. (can’t
understand)
FA- falta algo (missing something)
(Subasta page 41 and PP will be shown at conference)
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39. Gusano- This worm game helps practice the conjugations of verbs in any tense.
Write the verbs you want to practice in the blanks. You will need one die for each
pair and they will need an item used as their marker to keep track of where they are
on the game board. On the white board write:
1- yo
4- nosotros
1-yo
4-nosotros
2- tú
5- vosotros
or
2-tú
5- ellos/uds
3-él/ella/ud. 6- ellos/uds.
3-él/ella/ud 6-todos (they have to conj. all forms)
If the partner conjugates correctly they get to stay where they are on the game
board. If conj. is incorrect they move all the way back to the beginning. First one to
reach the end wins. (Page 50)
40. Quizlets and Quia- great websites to practice any material you are working
on. I used to pay 50 dollars a year to be a member of Quia but now that I have all
my activities created I only join every other year or every two years because my
students can still access my games even if I am not a member.
Quizlets is free but if you want to upload photos as I did when we studied our art
unit then it is around 15 dollars a year. Below are examples of both.
Quia:
Quizlets:
www.quia.com/cb/224988.html
http://quizlet.com/3462653/numeros-flashcards/
(capitals, countries, numbers, questions, culture)
(numbers)
www.quia.com/jg/65520.html
cards/
(Geografía)
http://quizlet.com/3578476/geografia-flash(geografía)
www.quia.com/rr/46268.html
(time)
www.quia.com/pp/14696.html
(days of the week)
www.quia.com/rr/248991.html
(greetings, time, geografía, numbers)
www.quia.com/ba/318612.html
(capitals, subject pronouns, numbers)
www.quia.com/jg/65552.html
(numbers)
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41. Bablingua- This is a great site out of Spain. They create short videos that
deal with culture or a grammar theme. You can download them for about 8 dollars a
piece but they come with a video, worksheet and listening activities. Many of the
videos also come with flashcards. (Examples shown at conf.)
42. Dvolver video maker- Great site to quickly create a dialogue and movie. I
have them do this in one period (60 minutes). The next day we watch them in class
on the LCD projector. You can see an example at:
http://www.dvolver.com/live/movies-323222 (Pages 42 and 43 have rubric)
43. Yo nunca he________ This practices the present perfect tense. I usually
assign the sentences the day before so they come to class with them prepared and
ready to go. I write on the board “Yo nunca he______”. They have to try and think
of three things that they have NEVER done but things they think that the rest of
the class HAS done.
Class sits in a circle and each student gets 20 beans. First person starts by reading
one of their sentences. “Yo nunca he volado en avión” (I have never flown in an
airplane) Every person in the group that HAS flown in an airplane needs to give one
bean to the person who made the statement. If another student in the group has
never flown in a plane either then he/she does not have to give a bean up. At the
end the person with the most beans wins. (We go around the circle three times
since I have each of them write three sentences but if you have large classes you
could just go around the circle once)
44. Two truths and a lie- This practices present perfect subjunctive vs.
indicative- Sit in a circle. First student makes a comment…it can either be true or
not. Then we go around circle and each student has to comment on whether or not
they think the person is telling the truth or not. After going around the circle, then
the person who made the statements tell if it is a truth or a lie. For example,
student says:
Yo viví en Arizona cuando era niño. (I lived in Arizona as a child)
First student in the group says, No creo que hayas vivido en Arizona. Second
student says, “Pues, sí, yo sé que viviste en Arizona cuando eras niño” or “Yo creo
que has vivido en Arizona cuando eras niño”.
Distinguishes the difference between:
A. Subjunctive trigger verbs such as- no creo, dudo, no es verdad, no estoy seguro,
no es cierto, etc.
B. Indicative verbs such as- creo, no dudo, es verdad, estoy seguro, es cierto, etc.
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45. Cell phone activity- My polls everywhere is a neat site that you can create
your own polls, put them into a PowerPoint and then show students questions. They
can text the answer that they think is correct and everyone can see the bars move
as the answers come in. This is a great activity for when you have half the class
gone for a school activity and you want to do something that won’t put those that are
gone behind.
46. Chapter books- Do you find yourself handing out a million papers every
chapter? This little book is a great way to keep the student (and yourself)
organized. Put all papers related to that chapter in one little booklet, make the
cover a different color and there we have it. The teacher has everything right in
front of him/her to plan the whole chapter and students do not lose papers. It is
hard the first time around but once you have the book then next year it is just
making some small changes and you will have it all done. (Examples shown at conf)
47. Phone a story (movie theater)- These are recordings in Spanish for students
to test their listening skills. I give them some questions to listen for and then they
call in to listen and find the answers. Movies will change constantly so the example I
am giving in this packet will need to be updated for whatever movies are playing when
your students call. (Page 29)
48. Stations- I usually have 4-5 stations of 10 minutes but you can calculate your
time accordingly. I teach on 60 minute class periods. I put the timer up on the
screen (this will be shown at the conference) and when the timer buzzes they rotate
one station to the right. A typical station day for me would be:
Station 1- worksheet or crossword puzzle
Station 2- listening activity
Station 3- me at a station quizzing them orally on vocabulary
Station 4- some type of game (lotería or marker boards)
Station 5- some type of game (Qué lástima or dados)
*Students seem to stay on task the whole period since they can see the time running
on the clock in the front of the room.
49. Future projects (you can adapt this to any unit)- When we study the future
our vocabulary that accompanies it is beach vocabulary so I try to work in culture
here by telling them that they are going to take a trip next summer to one of the
Spanish speaking countries. They must find authentic hotels, things to do and sights
to see, use the money from that country and tell me approximately how much the
trip will cost in US dollars and the currency of that country. They must pick dates
where they will be in that country during one of their typical holidays or festivals
and explain about the festival. Which famous person from that country will they run
14
into while they are there? (I will show a student example) This all must be done in
the target language but guided with only pictures to represent what they will say.
(Pages 31 and 32 have rubric)
50. Conditional projects- If I were a ________, I would_____. Rubric is
attached and examples will be shown at the presentation. (Page 30 has rubric)
51. Carta de un desaparecido- In Honors Spanish we do an extensive unit on
dictatorships focusing on Chile, Argentina and Spain. The students do a webquest
and part of the webquest is to research an actual ¨desaparecido¨ and write a letter
as if they were that person. The letter is to be addressed to their family and tell
details of how and why they were kidnapped. (student example will be shown at the
conference) (Example on page 35)
52. Event that happened in a Spanish speaking country- this is similar to the
future project but using past subjunctive instead of future tense. Students
research an event and present all the details to the class. Main goal is to use past
subjunctive. Rubric is included in packet and examples will be shown.
(Page 36 and 37 has rubric)
55. Game Board- This game can be adapted for practice of any topic. You just
need dice and board markers. Three people to a group is ideal because two can play
and one can have all the answers and say yes or no if they are correct.
15
Nombre___________________
Apellido_____________________
Tira el dado hasta que salga un seis. Cuando ya tengas un seis, coge el boli de la persona
quien lo tiene y empieza a llenar tu papel. Cuando la profe termine la actividad, vamos a ver
quien tiene más
respuestas.
I said____________________
They put__________________
She was able_______________
You fam. spoke______________
I woke up__________________
He lived___________________
You all familiar ran____________
She gave____________________
I wanted____________________
You fam. put__________________
We went_________________________
You all familiar swam________________
I ate___________________________
You form brushed __________________
They swam_______________________
He sang__________________________
I saw____________________________
I had____________________________
We made_________________________
They had_________________________
Cambia al pasado:
está_________________
rompe__________________
saltan________________
voy____________________
como_________________
bailamos________________
cantáis________________
escribes________________
tengo_________________
estás__________________
vais__________________
caminan_________________
quiero________________
hacen___________________
lee___________________
me cepillo________________
te acuestas_____________
pienso___________________
se despiertan_____________
voy_____________________
ando___________________
das_____________________
veo____________________
dais___________________
16
17
¡Qué lástima!
¡Qué lástima!
¡Qué lástima!
18
A.
1.
_____ _____ _____ _____ _____ _____ _____
2.
_____ _____ _____ _____
3.
_____ _____ _____ _____ _____
4.
_____ ______ _____ _____ _____ _____ _____
5.
_____ _____
6.
______ _____
7.
_____ _____ _____
_____ _____ _____ _____ _____ _____ _____
8.
______ _____
9.
_____ ______ _____
10.
_____ _____
11.
_____ _____
_____ _____ _____
_____ _____
_____
_____ _____ _____ _____ _____
Pistas: (clues)
1. es un verbo
2. haces esta actividad en un cuaderno
3. Costa Rica
4. hay muchos diferentes colores
5. tú eres muy inteligente
6. es grande
7. es una clase
8. cuando una persona hace la tarea
9. haces la tarea en casa
10. _______ la tarea
11. es una decisión
vocabulario útil:
cosa- thing
esta cosa- this thing
adentro- inside
la - it
decidir- to decide
entre- between
* La palabra escondida es ______________________.
19
B.
1.
_____ _____ _____ _____ _____ _____ _____
2.
_____ _____ _____ _____
3.
_____ _____ _____ _____ _____
4.
_____ ______ _____ _____ _____ _____ _____
5.
_____ _____
6.
______ _____
7.
_____ _____ _____
_____ _____ _____ _____ _____ _____ _____
8.
______ _____
9.
_____ ______ _____
10.
_____ _____
11.
Pistas: (clues)
_____ _____
_____ _____ _____
_____ _____
_____
_____ _____ _____ _____ _____
vocabulario útil:
cosa- thing
esta cosa- this thing
adentro- inside
la - it
decidir- to decide
entre- between
1. la forma de tú
2. ___________apuntes
3. es de muchos colores
4. es bueno tener muchos en el colegio
5. es un verbo
6. hay muchos en Dakota del Norte en los parques nacionales
7. la clase tiene muchos números y letras
8. cuando una persona escucha al profesor
9. pero después de hacerla, la pones en tu mochila
10. una persona responsable siempre va a ____________la tarea
11. no saben qué hacer
* La palabra escondida es ______________________.
20
C.
1.
_____ _____ _____ _____ _____ _____ _____
2.
_____ _____ _____ _____
3.
_____ _____ _____ _____ _____
4.
_____ ______ _____ _____ _____ _____ _____
5.
_____ _____
6.
______ _____
7.
_____ _____ _____
____ ____ _____ ____ _____ _____ _____
8.
______ _____
9.
_____ ______ _____
10.
_____ _____
11.
_____ _____
_____ _____ _____
_____ _____
_____
_____ _____ _____ _____ _____
Pistas: (clues)
vocabulario útil:
1. es algo que haces en la clase de inglés
cosa- thing
2. la forma de ella
esta cosa- this thing
3. es la unidad monetaria
adentro- inside
la - it
4. pones muchos papeles en estas cosas
decidir- to decide
5. Yo _____ que hoy es jueves.
entre- between
6. es un animal
7. el Sr. Smith y el Sr. Vander Wilt enseñan la clase
8. es un verbo
9. el próximo día tienes que __________la al colegio
10. es la forma de “yo”
11. ellos tienen que decidir entre el español o el francés
* La palabra escondida es ______________________.
21
D.
1.
_____ _____ _____ _____ _____ _____ _____
2.
_____ _____ _____ _____
3.
_____ _____ _____ _____ _____
4.
_____ ______ _____ _____ _____ _____ _____
5.
_____ _____
6.
______ _____
7.
_____ _____ _____
_____ _____ _____ _____ _____ _____ ____
8.
______ _____
9.
_____ ______ _____
10.
_____ _____
11.
_____ _____
_____ _____ _____
_____ _____
_____
_____ _____ _____ _____ _____
Pistas: (clues)
1. necesitas un boli o lápiz para hacer esta actividad
2. No te gusta esta actividad, ¿verdad?
vocabulario útil:
3. Quiero muchos de estas cosas
cosa- thing
4. tienes la tarea adentro
esta cosa- this thing
adentro- inside
5. Yo _____ que tenemos un examen mañana.
la - it
6. una corrida de ___________
decidir- to decide
7. es una clase de matemáticas
entre- between
8. El alumno _________ muy buenas notas.
9. es la forma de “yo”
10. el verbo es hacer
11. Ellos tienen que decidir entre el jugo o la leche
* La palabra escondida es ______________________.
22
Escucha
Habla
Escucha
Habla
*
23
Nombre: ______________________
Apellido___________________
Magic Square
Empareja los capitales con sus países. Cuando termines, debes tener un número mágico.
Match the capitals and countries. When you finish, you should have a magic number.
1. México
2. Guatemala
3. El Salvador
4. Honduras
5. Nicaragua
6. Costa Rica
7. Panamá
8. Colombia
9. Ecuador
10. Venezuela
11. Perú
12. Bolivia
13. Chile
14. Argentina
15. Paraguay
16. Uruguay
A. Montevideo
B. La ciudad de Guatemala
C. San Salvador
D. Santiago
E. Managua
F. Lima
G. Caracas
H. Bogotá
I. Quito
J. La cuidad de Pamamá
K. San José
L. La Paz
M. Tegucigalpa
N. Buenos Aires
O. Asunción
P. La cuidad de México
A.
B.
C.
D.
E
F
G
H
I
J
K
L
M
N
O
P
24
Nombre_____________________ Apellido_______________________
Hoy es ___________el ______de ____________ de ________________.
Cuadros mágicos: Match the word with the word and then write the number in the box.
After you are all done find out the “magic number”. Each row and column should equal the
same number.
1.
2.
3.
4.
5.
6.
7.
bonita
divertido
gordo
travieso
atlético
soltera
joven
8. feo
9. extrovertido
10. perezoso
11. débil
12. inteligente
13. casado
14. rica
15.
16.
17.
18.
19.
20.
21.
bajo
rubio
trabajadora
aburrido
pelirroja
vieja
pobre
22.
23.
24.
25.
alto
tímido
fuerte
romántica
25
26
27
Escucha
Habla
Habla
Escucha
*
28
1-720-865-8500 Option 5
Sinópsis de Monstruos en la noche
En este libro el temor a la oscuridad define el concepto del miedo al diferente, a los
monstruos que creamos al rechazar la realidad del otro. Nos alerta para que no nos
perdamos el privilegio de disfrutar el valor que subyace en la diversidad y nos alienta a vivir
el sencillo lujo de descubrir en lo desconocido un mundo maravilloso de riqueza inabarcable.
Aunque rotas y partidas, son más ricas compartidas. De un tema tan simple como el de un
niño cuyas galletas para la merienda quedan aplastadas, surge el valor de la solidaridad, el
concepto de los bienes compartidos y de los beneficios que estos valores producen en el
comportamiento humano y en la vida de todos los días.
1. ¿Quién es el autor? ___________________Muttini
2. ¿De qué trata?_____________________________
3. ¿Cómo se llama el protagonista principal?_________________________
-------------------------------------------------------------------------------------------------------------------------Teléfono: 1-888-588-2463 Option 1
www.cinemalatino.com
1. How many days a year are they open?_____________________________
2. What day is “family day”?______________________________________
3. How much does it cost on Family Day?____________________________
4. What day will they show the Michael Jackson show?_________________
5. What time will they show it?____________________________________
6. Can I see the movie “G Force” at 3:30?_____________________________
7. What is it rated?___________________
8. What is the movie “Stepfather” rated?_____________________
9. What is the latest time on Saturdays and Sundays that I could see it?________________
10. What are the dates of the schedule that you were listening to?___________________
29
Nombre___________________________________
Fecha_____________________________________
Fecha de entrega____________________________
Proyecto: If I were a _______ (Si yo fuera un/una_________)
Write a short paragraph about what you would do if you were
something else. The paragraph must contain at least 8 conditional
verbs. See back for an example.
Uso del tiempo
durante la clase
I used my class time
wisely and was not
off task.
I had a warning to
get back to work.
5
Apariencia del
proyecto
My project is neat
with no scribbles.
My picture is clear
and neat.
5
4
My project has some
parts that are not
neat. A few
scribbles. Picture is
not as neat.
4
8 verbos en el
potencial
(condicional)
I have 8 or more
verbs.
3
I did not use my time
wisely.
2
1
0
My project is sloppy.
2
1
0
3
I have 7-8 verbs.
4
I have less than 7
verbs.
3
2
1
0
5
Gramática
Sentido lógico
My paragraph makes My paragraph
logical sense.
contains a couple of
errors.
5
4
3
My paragraph has
several errors.
2
1
0
30
Nombre_____________________________
Apellido______________________________
Vosotros vais a preparar vuestro viaje ideal. Podéis ir a cualquier lugar en el mundo (donde
hablan español). Hay que decirme cuánto os costará el viaje, qué veréis, dónde te quedaréis,
qué haréis, cómo viajaréis, etc. Prepararéis un powerpoint solamente con dibujos y
presentaréis vuestro viaje a la clase. Necesitaréis por lo menos 25 frases completas. Podéis
tener todos los dibujos que necesitéis. Todas las fotos tienen que ser auténticas. You may
label places on your powerpoint such as museums and places of interest, but otherwise no
words.
Checklist for your presentation: País:_______________________________________
1. _______Seven activities you will do on your vacation. (5 new verbs from this chapter)
Pictures must be authentic.
2. _______Eight new vocabulary words from this chapter.
3. _______Where you will stay. (quedarse- to stay)
4. _______Total cost of the trip. US $ and the destinations monetary unit cost. (This
must be accurate. You can check online for prices of airfare, hotels, estimate of food,
museums, metro or bus system etc.) costar- to cost
5. _______How you will travel. (www.despegar.com) (www.viajar.com)
6. _______Who you will go with.
7. _______What kind of money you will need? (la unidad monetaria-monetary unit)
8. _______What will the weather be like? What will you wear/pack?
9. _______Typical words/phrases you will use while in that country. (You may have
translations of words in English on your slides.)
10. _______State which typical holiday from that country you will attend or see.
11. _______What famous person will you meet from that country and what will you tell
him/her.
12. _______What typical food will you eat from that country. (3 foods minimum with
explanations of what they are.
13. _______Saved in van der Meer’s dropbox folder BEFORE presentation day.
Top three websites: Please explain what you used them for and if they would be helpful for
all countries or just the country that you chose.
Website:
Explain:
Countries:
1.
2.
3.
Hoja de criterios de evaluación
Required Elements:
Excelente (A/B)
Aceptable (C/D)
Suspendido (F)
31
Calidad (Quality)
Required Elements
1. 7 activities (5 new verbs)
2. 8 new vocab words
3. where staying
4. cost of the trip
5. how traveling
6. who you are going with
7. money
8. weather/what to wear
9. typical words
10. holidays from that
country
11. famous person you will
meet
12. typical foods you will
eat
13. Saved in dropbox
Grammar (15 pts)
(La gramática)
Student often goes
beyond basic
information and gives
many details. Very
creative. Student
uses more advanced
work. Above average
for a Spanish IV
Student.
5
4.5
4
All but two of the
required elements are
incorporated into the
presentation.
Student does not often
go beyond basic
information and gives
some details. Some
creativity. Average level
for a Spanish IV Student.
Student gives very
information that lacks
details. No creativity
or risks taken.
3.5
2
Lacking three or more
elements/requirements.
Lacking lots of required
elements.
15
11
6
0
Flow/Fluidity
(La fluidez)
13
12
Student correctly uses
chapter grammar with
minimal to no errors,
including future tense.
15
Pronunciation
(La pronunciación)
14
14
13
12
All words and phrases
are pronounced
clearly and easily
understood by
audience. Excellent
accent. Near native.
3
10
9
8
7
Student uses new
chapter grammar,
vocabulary and verbs
with some errors,
including future tense
conjugations.
11 10 9 8
7
Most words are
pronounced clearly and
understood by audience.
Accent needs a little
work. Native speaker
would have a little
difficulty.
2
3
Student is well
prepared for
presentation. It flows
well with appropriate
pauses.
2
1
5
4
0
3
2
1
Student does not use
chapter grammar
and/or has many
errors. Parts of the
presentation were
incomprehensible.
6 5 4 3 2 1 0
Pronunciation needs
work. Hard to
understand by a native
speaker.
1
Student is not well
prepared for the
presentation; has many
significant pauses.
1
Total: ________/40
*Ojo: Each time English is used there is a 10% reduction (4 pts.)
32
33
34
Dagmar Hagelin
Hola mi familia. Espero que vosotros no est áis preocupado por m í. Cuando
vosotros le áis esto, yo ya ser é muerto. El 27 de enero de 1977, cuando yo
tenía diecisiete a ños, Alfredo Astiz me dispar ó y me secuestr ó. Él me llev ó
a la Escuela Mec ánica de La Armada, un campo de exterminio secreto en
Buenos Aires. Yo pens é—Soy una chica Sueca. ¿Qué quieren de m í?—
Bueno, ellos me van a matar ma ñana, porque ellos se dieron cuenta de
que secuestraron la chica equivocada. Ellos me van a matar ma ñana, para
que yo no le diga a mi familia de los horrores de la Escuela Mec
ánica de La
Armada. Pero, vosotros sab éis ahora.
Yo os quiero,
Dagmar Hagelin
http://www.derechos.org/human-rights/argentina.html
http://www.yendor.com/vanished/s-dissent.html
http://www.afsa.org/inside/dirty_war.html
http://www.derechos.org/nizkor/
After doing an extensive webquest (if anyone would like it, I can send it to you....I stole if off the
internet) then we watch Los pasos perdidos. This is an excellent movie about a girl who was stolen
and then taken to Spain and raised without knowing the truth of her history.
35
Nombre__________________ Apellido______________________
Por favor, escoge de la lista un evento catastrófico, investígalo y repórtalo
a la clase. Ve el criterio de evaluación (RUBRIC) para cumplir con
todos los requisitos. Preséntalo en forma de un Power Point con muchos
dibujos pero sin palabras en español. (Algunos eventos de la lista NO son
catastróficos)
Eventos:
1. Los mineros de Chile (2010)
2. Los ataques terroristas de Madrid, España (11 de marzo)
3. El terremoto de Chile
4. FARC de Colombia....el rescate de Ingrid Betancourt
5. César Chávez y el boicot de uvas en California
6. El éxodo de Mariel (desertores del régimen de Castro)
7. Operación Bootstrap (Puerto Rico)
8. Zoot suit riots (y el pachuco)
9. Leszli Kalli – secuestrada por el grupo ELN en Colombia
10.
Gran riada de Valencia, España
11. Vuelos de la muerte- Dictaduras del cono Sur
12.
Las bombas de Guernica (España- Franco y Hitler)
36
Hoja de criterios de evaluación
Diapositivas
Investigación
1. Cuándo
2. Dónde
3. Quién
4. Por qué
5. Qué pasó
6. Cómo impactó la
sociedad
7. Hechos con detalles
Requisitos de
vocabulario
Requisitos de
verbos
Presentación y
fluidez
20 Frases
mínimo
Gramática
Mínimo de 10
diapositivas. Son
interesantes con
movimientos.
7-9 diapositivas. Son
adecuados pero no
muy creativos.
Menos de 7
diapositivas. Un poco
aburridos.
5
Hechos atrayentes.
Excelentes
explicaciones.
Contestó las
preguntas.
4
3
2
Más o menos pudimos
entender pero faltó
información
importante.
1
0
Faltó mucha
información
importante.
5
3
2
1
0
Mínimo de 5 palabras
nuevas del
vocabulario.
Solamente 3-4
palabras nuevas.
Menos de 3 palabras
nuevas.
5
5 verbos en el
imperfecto del
subjuntivo. (Past
subjunctive)
5
Presentó sin apuntes
y con pausas
naturales. Excelente
pronunciación.
5
4
3
Solamente 3-4
imperfecto del
subjuntivo.
2
1
0
Menos de 3
imperfecto del
subjuntivo.
4
3
Hubo interrupciones.
Miró ocasionalmente
los apuntes.
2
1
0
Varias interrupciones
con uso excesivo de
los apuntes.
20 frases
5
19-15 frases
4
3
Menos de 15 frases
2
1
0
No había errores.
Había 1-4 errores
Había más de 4
errores.
4
3 2 1 0
10
Borrador
4
Entregué mi borrador
a tiempo.
5
4
9
3
8
7
2
6 5
Entregué un borrador
pero tarde.
3
1
0
No entregué un
borrador.
0
37
1. http://www.los40.com/nuevo_player/new_player40_t_v2.html?oas=1
*This is a great website to put on in your classroom while students are working. It is a
radio station from Spain called: Los cuarenta principales. They speak all in Spanish, play
Spanish
pop music and also play English music which really surprises the students.
2. http://teach.fcps.net/trt10/PowerPoint.htm
*This site has a Jepardy template and you can just plug in your own information.
Works great if you have a LCD projector in your classroom. I break them up into groups
of 3-4 and have them write the answer down. If they get it correct they keep track of their
money on the top of their white boards.
3. http://tpduggan.tripod.com/powerp.html
*This is one of my favorite sites. It has powerpoints for almost any grammar topic
already made up. They are very good. It also has the template for “Who Wants to be a
Millionaire”. I use this site several times throughout the year.
4. http://www.colby.edu/~bknelson/exercises/index.html
*This site has too many cool activities to even list. There are songs that teach certain
grammatical points. There are excercises that the students can click on to practice a
certain topic. All topics are listed so whatever you are working on they can just go to that
topic.
5. http://www.uni.edu/becker/Spanish3.html
*Again too many neat things to list. At this site you will find a WIDE variety of
activities. Something for everyone. One day a year I take my students to the library
and let them explore. They each have to write down 2-3 activities that they really enjoyed
and then I can keep the list of the most popular.
6. *http://www.quia.com/
*This has many different games and activities. You can get a 30 day trial free and for
only $49.99 you can get a years subscription. Here you can personalize activities to match
with your curriculum. The kids enjoy this one. They have matching games, rags to riches,
battleship, etc.
7. http://www.bowdoin.edu/~eyepes/newgr/pret.htm
http://www.bowdoin.edu/~eyepes/newgr/pret2.htm
http://www.natalislang.com/spanish_courses/SerEstar.htm
(preterite vs. imperfect)
8. *www.bablingua.com
9. *www.quizlets.com
10. * FL TEACH- professional website for sharing ideas
11. *Zachary Jones- has EVERYTHING on his site
12. *www.rtve.es THE BEST FOR LAST!! Current news broadcasts, gameshows,
programs.
Click on TVE a la carta. Short or long daily broadcasts.
38
39
Aquí tienes una pequeña “biografía” mía, y algunas informaciones para que me conozcáis
un poco mejor. Tenéis que completar los huecos (holes) del texto. Para ayudaros, tenéis
unas pistas (clues) en la parte inferior de la página. Pero ¡OJO!, hay unas mentiras.
¿Cuál es la mentira del texto?
Yo nací el 9 de diciembre de 19____1, en Fargo, Dakota del Norte. Tengo una
hermana, Julie, quien vive en Beulah, Dakota del Norte. Asistí al colegio, Oak Grove
Lutheran High School y después Moorhead State University en ____________2,
Minnesota. Estudié Filología Hispánica e Inglés Como Segundo Idioma durante
____3años. Me gusta el castellano muchísimo y por eso estudié, visité y viví en varios
países hispanoparlantes durante mis años universitarios. Viví dos años en
___________4, un año en __________5, tres meses en México y muchos veranos en
España. Fui a Colombia tres veces y es un país muy ____________.6Estoy casada con
Piet. El habla _____7 idiomas. Piet es abogado en Des Moines. También tengo ______8
hijos. Me mola (me gusta) mucho el __________9, ____________10, el español, leer,
pasar tiempo con mi familia, ver pelis (películas) y montar en bici. Tengo mucho miedo de
____________11 y los __________12, especialmente de la Sra. Vander Wilt. Me
encanta comer y tengo tantas comidas favoritas que no puedo deciros mi comida
preferida. Prefiero las personas amables y tiernas con buenas actitudes. Me mosquean
las personas antipáticas.
Como profesora no tengo ningún tema tabú, aunque procuro ser muy prudente en
algunas cuestiones. Por ejemplo, hay tres temas en los que intento no ser el primero en
hablar: _______________, _______________ y ______________. 13
1
MCMLXXI El año en que Evil Knievel saltó 19 coches. Richard Nixon fue el presidente de los EEUU.
La ciudad tiene el mismo nombre que la universidad.
3
El número de dedos que tienes en una mano.
4
Una isla tropical que significa “rich port” en inglés.
5
Un país en Centroamérica que significa “rich coast” en inglés.
6
Sinónimo de bonito
7
El número de ojos que tienes por dos.
8
El número de orejas que tienes.
9
Larry Bird es mi jugador favorito.
10
Es un deporte con seis jugadores. Muchas veces la gente lo juega en la playa.
11
Es un verbo que es la acción de lo que hacen los aviones.
12
Es un animal que ladra mucho.
13
De “sexo, drogas y rock and roll” solo es una de las palabras.
2
40
Nombre______________
Apellido________________
Subasta- auction
Vamos a tener una subasta con las frases. Cada equipo va a recibir 30€ para apostar.
Tu equipo quiere apostar en las frases CORRECTAS. La mayoría de las siguientes frases
son INCORRECTAS pero OJO, algunas son CORRECTAS. ¡Buena Suerte!
1. Frestón es don Quijote’s enemigo.
2. Don Quijote puse la lanza en el aspa del molino de viento.
3. Sancho Panza le dijo a don Quijote que no pudo verlos.
4. Don Quijote le dijo que Frestón convirtió los en molinos de viento.
5. Don Quijote y Sancho Panza hicieron muchas expediciones pero el episodio muy
conocido es el molino de viento episodio.
6. Don Quijote dijo el enemigo convirtió los gigantes en molinos de viento.
7. Sancho Panza piensó que don Quijote estaba loco.
8. Don Quijote le dijo a Sancho Panza la razón para atacó los.
9. Lo es un molino de viento.
10. El episodio fue muy cómico y interesante.
11. Me gusta la novela. La Sra. van der Meer me la dio.
12. Don Quijote puso su lanza en el aspa de el molino de viento.
13. El viento fuerte levantó don Quijote en el aire.
14. Sancho Panza piensa don Quijote está loco.
15. Don Quijote es alto, flaco, y un poco loco.
16. Sancho no le gustan las ideas de don Quijote.
17. Una día, un caballero andante llamado Don Quijote y su escudero llamado Sancho
Panza decidieron ir en una aventura nueva.
41
Nombre___________________________
Apellido__________________________
Vosotros vais a hacer vuestro propio vídeo usando Dfilm movie maker. Podéis trabajar en grupos de
dos personas. (Podemos ver mi ejemplo. Está en favoritos en mi ordenador.)
1. Primero hay que ir a este sitio de web:
http://www.dvolver.com/live/movies-323222
2. Haced “clic” en movie maker.
3. Haced “clic” en movie maker v2 GO
4. Diseñad vuestra película y escribid el manuscrito.
Por lo menos, usaron 5 verbos
en el subjuntivo usando los
requisitos y APACE una vez.
También usaron 2 frases con
indicativo.
Usaron subjuntivo menos que
cinco veces y no usaron
APACE. No usaron el
indicativo.
5
4
Colocaron todos los acentos y
puntuación correctamente.
3
2
1
0
Había errores con la ortografía.
5
4
No había errores con la
gramática.
3
2
1
0
Había errores con la gramática
o problemas de concordancia.
5
4
3
2
1
0
42
Please use the following for your requirements:
1. Indicative
(sure of)
Creer
Pensar
No dudar
Es verdad/es cierto
Estoy seguro
Subjunctive (doubtful)
no creer
no pensar
dudar
no es verdad/no es cierto
no estoy seguro
*Use two of these.
2. Sorprender- to surprise (ie. Me sorprende que ella tenga un coche
nuevo.)
3. Temer- to fear
4. Exigir- to demand
5. Rogar (o-ue)- to beg
6. APACE + Subjuntivo (antes de que, para que, a menos que, con tal de
que,
en caso de que)
43
Repaso capítulo 3
B. Yo voy
__ museos
los
domingos.
U. They
never go to
the theater.
V.
We have a
store in
Jefferson.
W. There
are gas
stations in
Jeff.
Ellos van
___ museo
hoy.
MPIEZA
. The pool
s close to
the park.
T. We
always go to
the park.
S. the city
R. the
auditorium
Toma otro
turno.
KK. How
LL. You
often do you
read a lot of
ride bike?
books.
JJ. They
want to go.
II. I like to
excercise.
HH. On
Fridays I go
to the gym.
UU. I have
three skirts.
Mueve 2
espacios
adelante.
Pierdes tu
turno.
MM. almost
never
VV. I want
to swim in
the pool.
Mueve 2
espacios
atrás.
NN. It is
bad
weather.
Pierdes tu
turno.
Mueve 2
espacios
adelante.
X.When it
hails, I
watch
movies
Mueve 2
espacios
atrás.
WW.
classroom
D. the
church
Y. It is on
top of the
restaurant.
PP. She is
tall.
E. It is
raining.
Z.
ir/vosotros
AA. You all
(form) go
F. It is
snowing.
(lose a turn)
Pierdes tu
turno.
G. The gas
OO. There
are five
towns.
station is far
from the gym.
Toma otro
turno. (Take
another turn)
H. next to
GG. It is
thundering.
Q. My ho
is in front
the libra
P. behin
O. He wa
TT. pink
FF. It is
cloudy.
Mueve
espacio
adelant
XX. Ellos
van ___ ___
fiestas.
SS. far
from
EE. It is
foggy.
N. I wa
QQ. Ana
and Nora
are blonde.
RR.
underneath
Mueve 2
espacios
adelante.
M. a ga
BB. They
like to run.
CC. He
never goes
to the bank.
DD. She is
wearing
black shoes.
L. Whe
are yo
going?
I. There is
a school in
Jefferson.
Mueve 2
espacios
atrás.(back)
J. They
study a lot.
K. There
fog.
FIN
44
Repaso Cap. 3—ANSWERS
A. La piscina está cerca del parque.
B. a los
C. al
D. la iglesia
E. Llueve.
gimnasio.
F. Nieva.
G. La gasolinera está lejos del gimnasio.
H. al lado de
montas la bici?
I. Hay un colegio en Jefferson.
Ud. lee muchos libros.
J. Ellos estudian mucho.
K. Hay neblina.
L. ¿Adónde vas?
M. un juego/ un partido
N. Yo quiero
O. él quiere
P. detrás de
Q. Mi casa está enfrente de la biblioteca.
R. el auditorio
S. la ciudad
piscina.
T. Nosotros siempre vamos al parque.
U. Ellos nunca van al cine.
V. Tenemos una tienda en Jefferson.
W. Hay gasolineras en Jefferson.
X. Cuando graniza, yo miro películas.
Y. Está encima del restaurante.
Z. vais
AA. van
BB. (A ellos) Les gusta correr (a ellos).
CC. El nunca va al banco.
DD. Ella lleva zapatos negros.
EE. Hay neblina.
FF. Está nublado.
GG. Truena.
HH. Los viernes voy al
II. Me gusta hacer ejercicios.
JJ. Ellos quieren ir.
KK. ¿Con qué frecuencia
LL. Tú lees muchos libros./
MM. casi nunca
NN. Hace mal tiempo.
OO. Hay cinco pueblos.
PP. Ella es alta.
QQ. Ana y Nora son rubias.
RR. debajo de
SS. lejos de
TT. rosado
UU. (Yo) Tengo tres faldas.
VV. Yo quiero nadar en la
WW. salón de clase/ aula
XX. a las
45
46
47
48
49
50
sujeto→
verbo↓
yo
Ana
vosotros
tú
nosotros
ellos
yo
Ana
vosotros
tú
nosotros
ellos
bailar
escribir
patinar
escuchar
comer
descansar
correr
hablar
montar
sujeto→
verbo↓
bailar
escribir
patinar
escuchar
comer
descansar
correr
hablar
montar
51
52

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