Write the Spanish vocabulary word or phrase below each picture. Be sure to include the article for each noun.
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- Mariano Martínez Soler
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1 Vocabulary Flash Cards, Sheet 1 Write the Spanish vocabulary word or phrase below each picture. Be sure to include the article for each noun. Guided Practice Activities Vocabulary Flash Cards 3A 91
2 Vocabulary Flash Cards, Sheet 2 Write the Spanish vocabulary word or phrase below each picture. Be sure to include the article for each noun. 92 Guided Practice Activities Vocabulary Flash Cards 3A
3 Vocabulary Flash Cards, Sheet 3 Write the Spanish vocabulary word or phrase below each picture. Be sure to include the article for each noun. Guided Practice Activities Vocabulary Flash Cards 3A 93
4 Vocabulary Flash Cards, Sheet 4 Write the Spanish vocabulary word below each picture. If there is a word or phrase, copy it in the space provided. Be sure to include the article for each noun. se me olvidó cobrar un cheque sacar un libro 94 Guided Practice Activities Vocabulary Flash Cards 3A
5 Vocabulary Flash Cards, Sheet 5 Copy the word or phrase in the space provided. Be sure to include the article for each noun. caramba casi Cómo no! en seguida hasta por pronto Hasta pronto. quedarse Guided Practice Activities Vocabulary Flash Cards 3A 95
6 Vocabulary Flash Cards, Sheet 6 Copy the word or phrase in the space provided. Be sure to include the article for each noun. These blank cards can be used to write and practice other Spanish vocabulary for the chapter. todavía varios, varias cerrar, la gasolina 96 Guided Practice Activities Vocabulary Flash Cards 3A
7 Vocabulary Check, Sheet 1 Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work. la farmacia el supermercado el banco el centro la estación de servicio enviar el sello la tarjeta el buzón todavía cerrar cuidar a devolver (un libro) Hasta pronto. ir a pie Fold In Guided Practice Activities Vocabulary Check 3A 97
8 Vocabulary Check, Sheet 2 Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work. pharmacy supermarket bank downtown service station to send stamp card mailbox still to close to take care of to return (a book) See you soon. to go on foot Fold In 98 Guided Practice Activities Vocabulary Check 3A
9 Vocabulary Check, Sheet 3 Tear out this page. Write the English words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work. la carta echar una carta el correo el equipo deportivo el palo de golf los patines la pelota la raqueta de tenis el cepillo de dientes el champú el jabón la pasta dental caramba casi Fold In Guided Practice Activities Vocabulary Check 3A 99
10 Vocabulary Check, Sheet 4 Tear out this page. Write the Spanish words on the lines. Fold the paper along the dotted line to see the correct answers so you can check your work. letter to mail a letter post office sports equipment golf club skates ball tennis racket toothbrush shampoo soap toothpaste good gracious almost To hear a complete list of the vocabulary for this chapter, go to Disc 1, Track 5 on the guided Practice Audio CD or go to and type in the Web Code jdd Then click on Repaso del capítulo. Fold In 100 Guided Practice Activities Vocabulary Check 3A
11 Guided Practice Activities 3A-1 Direct object pronouns (p. 138) A direct object tells who or what receives the action of the verb. Direct objects may represent people or things. To avoid repeating a direct object noun, you can replace it with a direct object pronoun. Martín echó la carta ayer? (Carta is the direct object noun.) No, la echó hoy. (La is the direct object pronoun. It replaces the word carta.) Here are the direct object pronouns you have already used: Singular lo it, him, you (masculine formal) la it, her, you (feminine formal) Plural los them, you (masculine formal) las them, you (feminine formal) A. Circle the direct object noun in each sentence. Then, write the direct object pronoun that replaces the circled words. Follow the model. Modelo Margarita cobró el cheque. 1. Paquito pasó la aspiradora ayer. 2. Juanucho buscó los patines. 3. Tú llenaste el tanque del coche. 4. Yo envié las tarjetas a la tía. 5. Uds. sacaron los libros de la biblioteca. lo 6. Ella cerró la estación de servicio. B. Look at the sentences from exercise A. Replace the direct object noun you circled with the pronoun that corresponds to it. Follow the model. lo Modelo Margarita cobró. 1. Paquito pasó ayer. 2. Juanucho buscó. 3. Tú llenaste. 4. Yo envié a la tía. 5. Uds. sacaron de la biblioteca. 6. Ella cerró. WEB CODE jdd-0304 Guided Practice Activities 3A-1 101
12 Guided Practice Activities 3A-1a Direct object pronouns (continued ) C. Circle the direct object noun in each question. Then, answer each question by using a direct object pronoun in your answer. Use the verbs given. Follow the model. Modelo Él cobró el cheque el martes pasado? Sí, lo cobró el martes pasado. 1. Ella pasó la aspiradora ayer? Sí, ayer. 2. Ellos arreglaron el cuarto esta semana? No, no esta semana. 3. Quién echó la carta en el buzón? Anita en el buzón. 4. Quién envió las tarjetas de cumpleaños? Billy. 5. Ellas sacaron los libros de la biblioteca? Sí, de la bilbioteca. 6. Jenny y Miguel cerraron la estación de servicio? No, no. 7. Él lavó los platos anoche? Sí, anoche. The direct object pronoun is placed before conjugated verbs. When an infinitive is present, the pronoun may come before the conjugated verb or attached to the infinitive. Lo tengo que hacer. or Tengo que hacerlo. D. Rewrite the following sentences to show a second possibility for where the direct object pronouns can be placed. Follow the model. Voy a comprarla mañana Modelo La raqueta? La voy a comprar mañana.. 1. Las cartas? Las vamos a echar hoy.. 2. El palo de golf? Lo tengo que comprar.. 3. Los patines? Los vas a usar esta tarde.. 4. La mesa? La voy a poner hoy.. 5. Los periódicos? Los voy a separar esta noche.. 6. El dentista? Lo tengo que visitar hoy Guided Practice Activities 3A-1a WEB CODE jdd-0304
13 Guided Practice Activities 3A-2 Irregular preterite verbs: ir, ser (p. 140) The preterite forms of ser (to be) and ir (to go) are the same. yo fui nosotros/nosotras fuimos tú fuiste vosotros/vosotras fuisteis usted/él/ella fue ustedes/ellos/ellas fueron Usually the context of the verb is what makes the meaning clear: Mi doctora fue la Dra. Serrano. My doctor was Dr. Serrano. El año pasado fue muy difícil. Last year was very difficult. Yo fui a la farmacia. I went to the pharmacy. (If you see the preposition a following one of these verb forms, the verb is ir and the meaning is went.) A. Circle the correct conjugated verb in parentheses. Hola Margarita! Ayer ( fuimos / fue ) un día muy interesante. Primero, mi familia y yo ( fuimos / fue ) al parque zoológico. Mis padres ( fueron / fue ) a ver los monos y mis hermanos y yo ( fueron / fuimos ) a comer un helado. ( Fuimos / Fue ) delicioso! A las cinco todos nosotros ( fueron / fuimos ) a comer en un restaurante argentino. La comida ( fui / fue ) fantástica y yo ( fuiste / fui ) a la casa muy contenta. Y tú? Adónde ( fue / fuiste ) ayer? Un abrazo Victoria WEB CODE jdd-0305 Guided Practice Activities 3A-2 103
14 Guided Practice Activities 3A-3 Irregular preterite verbs: ir, ser (continued) B. Write the correct form of the verb within parentheses. Follow the model. fueron Modelo Rafael y Hernando no (ir) al consultorio ayer. 1. Anoche yo (ir) al centro. 2. Luego, Marcela y yo (ir) a cobrar un cheque. 3. La noche (ser) divertida. 4. Y tú adónde (ir)? 5. La tarde (ser) aburrida. 6. Ellos (ir) a un concierto en el parque. 7. El plato principal (ser) bistec y papas. 8. Nosotras (ir) a la playa. Irregular preterite verbs: hacer, tener, estar, poder (p. 142) The preterite of the irregular verbs hacer (to do) and tener (to have) follow a similar pattern. yo hice nosotros/nosotras hicimos tuve tuvimos tú hiciste vosotros/vosotras hicisteis tuviste tuvisteis usted/él/ella hizo ustedes/ellos/ellas hicieron tuvo tuvieron A. Complete the dialogue by circling the correct form of the verb within parentheses. The first one is done for you. 1. LAURA: Qué ( hicieron / hizo ) tú y tu familia ayer? DANIEL: Nosotros ( tuvimos / tuvieron ) que ir al centro. 2. LAURA: Qué ( hizo / hice ) tu papá? DANIEL: Él ( tuve / tuvo ) que enviar una carta. 3. LAURA: Qué ( hiciste / hizo ) tu mamá? DANIEL: Ella ( tuvo / tuve ) que devolver un libro. 4. DANIEL: Y tú Laura, qué ( hizo / hiciste ) en la noche? LAURA: Yo ( tuve / tuviste ) que cuidar a mi hermanito. 104 Guided Practice Activities 3A-3 WEB CODE jdd-0306
15 Guided Practice Activities 3A-4 Irregular preterite verbs: hacer, tener, estar, poder (continued) Like the verbs hacer and tener, the verbs estar (to be) and poder (to be able) are also irregular in the preterite. Unlike regular preterite verbs, hacer, tener, estar, and poder do not have accent marks on their preterite forms. Here are the preterite forms of estar and poder: yo estuve nosotros/nosotras estuvimos tú estuviste vosotros/vosotras estuvisteis usted/él/ella estuvo ustedes/ellos/ellas estuvieron yo pude nosotros/nosotras pudimos tú pudiste vosotros/vosotras pudisteis usted/él/ella pudo ustedes/ellos/ellas pudieron B. Write the missing endings of the preterite forms of estar and poder in the sentences below. 1. Ayer yo estuv en el parque por una hora. 2. Mi amigo Pablo no pud venir. 3. Pablo y su papá estuv en la oficina del doctor. 4. Después, Pablo no pud ir a la escuela. 5. Él estuv enfermo por tres días. 6. Tú estuv enfermo también, no? C. Complete the sentences below with the correct preterite form of the verb in parentheses. Follow the model. hice Modelo Yo (hacer) mucha tarea anoche. 1. El fin de semana pasado, yo (estar) en casa. 2. Mi hermano Tito (tener) que hacer una tarjeta para nuestro tío, Julio. 3. Tito casi no (poder) terminarla a tiempo. 4. Después, echó la tarjeta al buzón y por la noche, nosotros (hacer) la cena. 5. Dónde (estar) Uds. el fin de semana? WEB CODE jdd-0306 Guided Practice Activities 3A-4 105
16 Guided Practice Activities 3A-5 Lectura: La unidad en la comunidad internacional (pp ) A. The reading in your textbook is about Ciudades Hermanas Internacional or the Sister Cities program. As you look at the reading, you will notice several headings. Headings are a way of organizing ideas in a reading. Look at the headings below from the reading to help you complete the following activity. Ciudades Hermanas Internacional Quiero tener una ciudad hermana! Intercambio económico Intercambio cultural Intercambio educativo Now, write L (for Lectura) next to the sentence below if it is something you might find in the reading. Write N (for No) next to the sentence if it is something you might not find in the reading. 1. The Sister Cities International program is for sports teams. 2. The mission of the Sister Cities International program is exchange and cooperation. 3. The sister cities can have educational, economic, and cultural exchanges. 4. How to have a sister city. 5. Sister cities cannot be from different countries. B. Read the following excerpt from the reading in your textbook. Then, determine the important ideas of the excerpt and place a next to them. Quiero tener una ciudad hermana! Cualquier (Any) ciudad en los Estados Unidos puede tener una ciudad hermana. Primero es necesario encontrar otra ciudad extranjera (foreign). Esta ciudad puede tener alguna relación con la ciudad original. Por ejemplo, ciudades que tienen el mismo nombre, como Toledo, Ohio y Toledo, España, pueden asociarse. También, las ciudades que celebran el mismo festival pueden formar relaciones de hermandad. 1. It is difficult for people in the United States to find a sister city. 2. People in the United States can easily find a sister city. 3. Cities with the same names can become sister cities. 4. Cities that don t celebrate the same festivals can become sister cities. 106 Guided Practice Activities 3A-5 WEB CODE jdd-0307
17 Guided Practice Activities 3A-6 Presentación oral (p. 149) Task: Pretend you need to prepare for a trip to Mérida, Mexico. You will visit some Mayan ruins and the beach in Cancún. Remember that it will be very hot and humid. A. Complete the following chart. Write Sí in the middle column, Lo necesitas?, if you need the item, or No if you do not need the item. Then, place a in the right column, Lo tienes?, if you already have the item. Ropa Lo necesitas? Lo tienes? pantalones cortos camisetas abrigo traje de baño sombrero para el sol botas cepillo de dientes B. Review your answers in part A. List three items that you need but that you already have at home C. Pretend you already went shopping for the items you did not have. In the left column, list those items you had to buy for your trip. In the right column, write down where you bought them. The first one is done for you. Tuve que comprar... pantalones cortos Dónde? el almacén D. Use the information in parts B and C to talk about your trip preparation. Tell what you need and what you have or don t have. You may also bring in and show articles of clothing as props. You can use the following as a model. Para mi viaje a México necesito camisetas, pero ya las tengo. Tuve que comprar unos pantalones cortos en el almacén... Guided Practice Activities 3A-6 107
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centro supermercado libro) la el el farmacia champú jabón dental de dientes enviar
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