My Life Story. Edgar Galiñanes

Tamaño: px
Comenzar la demostración a partir de la página:

Download "My Life Story. Edgar Galiñanes"

Transcripción

1 My Life Story Edgar Galiñanes

2 Alicia Lamberghini-West, Storykeeper

3 Acknowledgements The Ethnic Life Stories Project continues to emulate the vibrant diversity of the Springfield community. So much is owed to the many individuals from Drury University-Diversity Center, Southwest Missouri State University, Forest Institute, Springfield Public School System, Springfield/Greene County Libraries, and Southwest Missouri Office on Aging who bestowed their talents, their words of encouragement, their generosity of time and contributions in support of this unique opportunity to enrich our community. The resolve and commitment of both the Story Tellers and Story Keepers fashioned the integral foundation of this creative accomplishment. We express our tremendous admiration to the Story Tellers who shared their private and innermost thoughts and memories; some suffering extreme hard-ship and chaos, disappointment and grief before arriving here and achieving the great task of adjusting and assimilating into a different culture. We recognize your work and diligence in your life achievement, not only by keeping your families together, but by sharing, contributing and at the same time enriching our lives and community. We salute you! Special acknowledgement to: Rosalina Hollinger, Editing and layout design Mark Hollinger, Photography Jim Coomb, Mapmaker Idell Lewis, Editing and revision Angie Keller, Susy Mostrom, Teresa Van Slyke, and Sean Kimbell, Translation Lee Lowder, Data Transfer and Storage Heartfelt thanks to Kay Lowder who was responsible for organization and assembly of the stories. Jim Mauldin Ethnic Life Stories Project Coordinator.

4 The Ethnic Life Stories Project....giving the Springfield community a window to its diversity through the life stories of ethnic elders. Liewe Se Storie Afrikaanse Afrikaanse (2) ŌSŌ GAY HĂY WŌ TAN Apache Arabic (2) Ga-no-du Ka-ne-he-lv-s-gi Cherokee Chinese (2) Life Stories Histoires De Ma Vie Mayer rah-khaan Knee-Hindi English French Hindi Japanese Korean Malayalam Povestea Vie Ţii Mele Romanian La Historia de la Vida Spanish (4) Kuwento Ng Aking Buhay Tagalog Yiddish

5 Birthplaces of the Storytellers Class of 2001 Class of 2002 Yohannan Abraham Pathanamthitta, Kerala, India Janet Akaike - Toste Kofu, Japan Martha Baker San Antonio, Texas Grace Ballenger Shanghai,China Olga Codutti Rosario, Santa Fe, Argentina Taj Farouki Wadi-Hunayn, Palestine John Hernandez San Antonio, Texas Yung Hwang Okjong, Kyungnam, Korea Hyman Lotven Kapulah, Russia Regina Lotven Nancy, France Ruth L.V. Burgess Poona (Pune), India Edgar Galinanes Mayaguez, Puerto Rico Edward P. Ksara Tangier, Morocco Ioana Popescu Bucharest, Romania Josefina S. Raborar Manila, Philippines Juan Salazar Tuman, Peru Ruth Penaherrera-Norton Archidona, Ecuador Cyril Vermooten Beaufort West, South Africa Joy Vermooten Nqaberie (Natal), South Africa Tobby Yen Chung (Zhongshan), China Sterling Macer Mason City, Iowa

6 A t l a n t i c O c e a n Isla Mona Aguadilla Mayaguez SanGerman Arecibo Manati Bayamon Utuado PUERTO RICO Mayaguez Coamo Cayey Yauco Ponce Guayama San Juan Carolina Caguas Humacao Fajardo Culebra Vieques St. T V C a r i b b e a n S e a Edgar Galinanes Mayaguez, Puerto Rico

7 Personal Acknowledgement I thank every person that contributed in one form or another for me to be able to write my life story from my birth through all the phases of life in different scenarios. To be able to write this story, has great importance to me, looking at the past I can see how my life has been sprinkled with sadness and happiness, that there are many years that I have lived, but I am still on the path that God has set before me without knowing when the end will be. My fondness to Mr. James Mauldin, for collecting all these life stories like mine, I thank him for his continued effort. My acknowledgment to the Ethnic Life Stories Project organization, for it s mission and objectives with the community. With deepest appreciation to my dearest friend, Alicia Lamberghini-West, she led me into writing the story of my life and contributed a great deal in order to be able to develop this story and to reach it s conclusion.

8 Dedication With all my heart I dedicate this short story of my life to my dearest family; my son, Edgar Lorenzo, my daughter-in-law Jean Marie, and my grandchildren Edgar Luis and Jan Grabielle, to each of you, I dedicate these memories of my life. I wish that when my grandchildren grow up they can find in these pages images and stories of their grandparents, mima and mimo, these are the nicknames that the children bestowed upon my wife and I. As you can see, my entire life is interwoven with work combined with vacations which we enjoyed immensely. Here, there are many aspects of my life, my youth and my family. In my writings, there will be certain dates and moments to remember that would capture our souls.

9 Introduction I am pleased to present the story of my dear friend Edgar Galiñanes. When I started to speak with him about this project, I never could imagine the impact his story would have on my life. His appreciation for the persons, his constant search for meaning, his gratitude for everything that he receives, his unfailing hope, all these things come through in every aspect of his life, like a compass guiding each one of his steps. He speaks to us about his hopes and his missions, about his constant effort to serve his community from different perspectives with practicality, drive, and from a profound human vision. His clear memories and his sensitivity for everything that he has lived, shows faithfully in this story. The author talks about himself and his family, but also covers world events and their consequences. He relates these as a true witness of the circumstances. In a very personal way, Edgar Galiñanes gives us his story, but it is much more than that. It is a testimony of life itself, and a testimony of an entire era. Alicia Lamberghini-West

10 CONTENTS Chapter One: FAMILY HISTORY My Name My Birth Place of Birth My Parents My siblings Our Homes Chapter Two: EARLY CHILDHOOD AND MEMORIES Nicknames A Typical Day Food Our Religion Our House Rules At Home My Bedroom Our Pets The School Celebrations Funerals Special Memories Friends The Year 1917 USA and my Citizenship Working Conditions Prohibition Chapter Three: THE TEEN YEARS Introduction Education Transportation Traditions My Readings Television and Movie Theaters The Square The Depression Second World War Penicillin Gandhi The Civil War in Spain Nicaraguan Guerilla Warfare

11 Chapter Four: ADULT YEARS Businesses My Engagement Our Wedding Our First House My Dear Wife Her Passing My Son My Daughter-In-Law God The Houses Where We Lived Our Dogs My Job The Origin of the Penas Havana Before the Cuban Revolution The Atomic Bomb Philippines Independence Post War The Salk Vaccine Soviet Union and The Cold War Kennedy Assassination Chapter Five: LIFE MISSION Years in Politics Nursing Home My Life Reflections To Be Rich Writings Chapter Six: SPRINGFIELD EXPERIENCE The Reason I Came How did we feel What I miss How do I feel now Cultural Interest Experiences of the Children My Integration My Comments

12 Chapter Seven: LATER YEARS Introduction How is my Life My grandchildren My best Friend Things I would live again Wishes to future generations Chapter Eight: IMAGES OF PUERTO RICO The Typical Puerto Rico The Hurricanes Sayings

13 CHAPTER ONE: FAMILY HISTORY My Name My full name is Edgar Galiñanes López de Victoria. I don t share my first name with many people in Puerto Rico because it is Anglo-Saxon, not Spanish. My mother chose the name Edgar for two reasons. One was because of an aunt who was reading The Raven, which was written by an Edgar Edgar Allen Poe. She told my mother that Edgar was a name full of history and that if the child my mother was currently expecting turned out to be boy, she should name him Edgar. Besides my aunt s input, the King of England at that time was also named Edgar. That s the story of how my mother decided to call me Edgar. My Birth I was born on April 21, I was not born in a hospital, in those days expectant mothers didn t go to hospitals to give birth. Usually a midwife was called and she was the one responsible for taking care of everything during the birth. Being the last child, I was the baby of the family. For my older brothers and the rest of the family, I was the main attraction. The Birthplace I was born in the Juvenile Correction Institution, where my father worked as a director for more than fifteen years. The city of my birthplace was Mayaguez, the third largest city in Puerto Rico. I was born in the suburbs of the city in front of one of the most beautiful beaches on the island. This is where the institution that my father ran was located. A few months after I was born, we moved to the old city of San Juan, which was surrounded by fortified walls. Our language is the Castilian language, inherited from Spain. Most people worked on the sugar cane and coffee plantations. Those were the most important products of exportation. During harvest time, there would be fifteen giant sugar mills all in operation, milling the sugar cane. The sugar plantations during those years were spread throughout various regions where the cultivation of the sugar cane was more extensive. The biggest sugar plantations were North American properties, leaving the small properties to rich, local families. It s possible that some of these properties were originally owned by Spaniards, during the Spanish colonization, because the greatest exportation from Puerto Rico during that time was sugar. As a historical reference, I can say that the sugar cane was brought by Christopher Columbus to the Canary Islands, the same as bananas, beef, etc., in his second voyage in Around 1511, the first African slave arrived to work in the sugar cane plantations. Puerto Rican coffee was one of the best of the entire world during that time. It was highly valued in the world markets. El Vaticano, was the coffee of those days. Many of the coffee plantation owners would send the first hundred pounds they harvested to the Vatican, that s how the name El Vaticano originated. Almost all these land-owner families were of Corzo origin and were Catholic. Most European capitals had many coffee shops which would advertise with great displays that their coffee was from Puerto Rico. Ethnic Life Stories Edgar Galiñanes

14 Coffee was introduced to America by the French, and Martinique Island was the first place where coffee was planted in the new world. From Martinique, it went to the Antilles. Puerto Rico was one of the first places where coffee was harvested. This was around the 1800s. As a consequence of the wars and revolutions in Haiti, there was an avalanche of coffee farmers from Corzo. In Puerto Rico they found good soil, especially in the mountains where the coffee grows much better. The farm worker made one dollar a day for ten to twelve hours of work under the blazing sun or in the pouring rain. It was a very difficult time for the working class, because with that dollar, they had to feed their entire family. These plantations and mills were worked five to six months out of the year. The rest of the time, the worker had to look for another occupation. During those years, the government changed and a new program of industrialization was projected in the island. This brought different industries from around the world to Puerto Rico. The majority of these industries were North American, many were pharmaceutical. From that point, a change began from agricultural to industrial. The city of San Juan has varied topography. It is an island with a mountain that goes from east to west, all surrounded by water. It has the Atlantic Ocean to the north, and a great, guarded bay, along with the Caribbean Sea to the south. The entire mountain was cut down during the colonial design that was implemented during Streets were built up and down the hill, and very high lateral streets were built as well. Churches were built, convents, the town hall, and in this way it was developed as a colonial capital of the island of San Juan, later called Puerto Rico. Throughout the years, they built forts around the city that later were connected through a series of walls. The city was transformed into a fortified stronghold. San Juan was attacked several times by the English. One of the attackers was Francis Drake, who was defeated and had to retreat. During the bombing from the fort, Hawkins, Drakes cousin and right hand man, was killed. During the first years of colonization there were attacks by the Caribbean Indians, the Dutch and English also attacked and took over the city. On the other hand, we had the inquisition persecution that brought so many sorrows to the colony with the unjust accusations. In addition to all these battles, there were also natural disasters, tornados and hurricanes that would destroyed everything, with winds of more than 150 miles per hour, sometimes lasting more than ten to twelve hours. For four hundred years, Puerto Rico was a Spanish colony, but by the time the North Americans came to Puerto Rico, things were changing. Because of the distance, and the amount of time that had gone by, Puerto Rico was really running itself. Puerto Rico has tropical weather, with trade winds blowing in from the south. It is very hot during the summer months, but in the mountainous towns the temperature ranges from 45 to 60 degrees in December, January, February and sometimes in March. I have many memories, especially stories that my grandmother and grandfather would tell about the time of the Spanish colonization and the Spanish-American War. My father and my Ethnic Life Stories Edgar Galiñanes

15 grandmother had to leave the city when the North American squadron started to bombard San Juan. Commander Simpson, as an officer of the North American squadron, thought that part of the Spanish squadron was in the port of San Juan. They bombed on top of the houses in order to attack Commander Cervera s squadron. However, the squadron was not there, it was in Cuba. In the attack, many houses in San Juan were damaged by the canon balls. People were so frightened by the canon balls coming in over their heads that most simply took off running towards the outskirts of town. I have never forgetten this story of the mass hysteria of an entire, defenseless population running, terrified, to the explosive sound of the bombs. My Parents My dear parents, Felicita and José, at the summer farm in Puerto Rico. My parents were already older when I was born. My mother s name is Felicita de Galiñanes López de Victoria. My father s name is José Galiñanes Sanchez. During the colonization, it was traditional to use your full last name, and then after the last name, you would put the name of the Spanish city where you were born. My mother was born in the late 1800s, as were her three sisters, in a town called Sabana Grande. The town was surrounded by mountains and forests, and there is a river which had many streams. It had the Spanish design, with a central square. To one side was the municipal court, on the other side was the church, and the square was surrounded by houses from the rich families of the town. The plaza was decorated with trees, there were benches all around to sit on, and many tropical flowers. This town was founded by the Spanish government in the late 1700s. My mother loved Sabana Grande. The stories of her childhood were delightful. They were full of detailed anecdotes describing her life as a child. She would tell us stories about her adventures walking through the fields and wading in the rivers and streams. There were lots of cliffs there. The landscape of her childhood was beautiful, everything covered with trees and tropical fruits. She learned the arts of sewing and embroidery at school, and she did these beautifully. She was raised with her sisters and cousins. First her mother and then her father died, leaving her orphaned. Her youth was full of activity, as was very common in the towns of that area. Being a daughter in a privileged family, she never worked. My mother had a great heart, full of kindness, her entire life was dedicated to helping people. Anyone who approached her for food or money was welcomed and helped. I remember my mother as a housewife. She organized her family much like the old days, in the traditional ways of Spain, our mother country. In the kitchen, she was a chef, with her hands she would make appetizing dishes. She was the same with confectionaries. She would instruct the cook in the daily menus. With her Ethnic Life Stories Edgar Galiñanes

16 own hands she made clothing for the newborn babies in the family. She would knit these clothes with exquisiteness. The neighbors respected her and treated her with lots of love; she was always returning that love. For years, those neighbors kept a friendship as if they were family members. My mom loved picnics, she would invite the neighbors and everyone would bring their favorite dish and share with each other. The picnics were usually held at one of our beautiful beaches, in the country, or at one of our friends farm, always close to the bank of a river. We would combine picnicking with swimming. My father was born in San Juan, it was a walled city, one of the oldest in America. He was a son of a Puerto Rican mother and a Spaniard father. His father was in the Spanish military, stationed in Puerto Rico. My mother went to a Catholic school in that same town for some years. She was a very pretty Puerto Rican, not so tall, she was average height, with Spaniard features. My father was a good looking gentleman, well dressed, as was the custom for that time: suit, starched collar and shirt, vest with a watch chain, and a felt hat. My father studied and received a teacher s degree from the Dominican school. He also studied telegraphy. He worked as a teacher and he was sent to my mother s town and later on she became one of his students. My father was a very intelligent man and he efficiently fulfilled every position he had with the government. Both of my parents are dead. My father died first, and twenty years later my mother. My father had a stroke that left him half paralyzed for several years and eventually caused his death. My mother died of a bleeding ulcer that today with modern medicine probably could have been cured. Those days nobody talked about cholesterol or high blood pressure or tri-glicerous; most of the illnesses were treated with home remedies and a family doctor. I very much felt the loss of my mother and my father. I loved them dearly. I was already forty years old before they died, so I had many years with them. The love of my wife and son helped me to cope with the sadness of their death. My Siblings None of my siblings are still living. Of the six boys and one girl in my wonderful family, I am the only one left. As I mentioned to you before, I was the youngest of the family. My oldest brother was José Angel, next was Julio César, then Luis Enrique, followed by Rosa Camelia, Rafael, and Segismundo. Then the last -- me -- Edgar. Our family grew overnight when my aunt Rosa died. My mother took over the job of raising her sister s five children. We now had two more girls and three more boys. We were happy to have more children with whom to play. They lived with us for many years, until they were grown and their father took some of them home with him, the girls stayed under my mother s care. Ethnic Life Stories Edgar Galiñanes

17 Of my siblings, the first one to pass away was my brother Rafael. He was only 14 when he died, I was young and I don t remember him much. He died from Typhoid, in San Juan. My mother suffered greatly when my brother died. She was disconsolate for many years. I remember that during Christmas when the music from the street was heard, she would go to her room to cry. Being the youngest one, I would run after her to console her. I was so sad to see her that way. It was many years later when José Angel, my oldest brother, died at the age of 78. He had a purebred Labrador hunting dog that he cared about greatly. One day he was outside with the dog. The avenue that ran in front of his house was a busy one with many cars speeding past. The dog got away from José Angel and ran to go across the street. My brother was terrified! He was afraid a car would hit the dog and kill it. José Angel suffered from heart problems, as well as being a chain smoker. The incident with his dog caused him to have a heart attack.. There was a hospital across from my brother s house; he was taken there. They did all they could for him, but in those days there was no intensive care unit with instruments to monitor his heart. With all the advances that have been made in medicine and science, he could have lived if it had happened now. I admired José Angel and I saw him as a second father. He was the one who reprimanded us the most, because our parents were too nice and complacent. José Angel was one of the best marksmen in Puerto Rico. He was a member of different clubs and he represented Puerto Rico in the Helsinki Olympics. Another brother that I loved dearly was Julio, who was very nice to me. He would give us toys and never chastised us. He was a commercial decorator for the biggest store in Puerto Rico those days. He was also a great painter, he won several awards in different expositions. My brother Quique, Luis Enrique, was the most similar to me. I admire him because he was a great athlete, and he was a member of one of the best basketball teams. He dressed very elegantly. My brother Segismundo and I we were almost the same age. We played together the majority of time. We always fought, but that was a way of life that we were used to. Ethnic Life Stories Edgar Galiñanes

18 Our Homes We changed homes seven times. Whenever my parents saw an unoccupied house that was that was better than the one we were living in, they would do the paperwork to rent it. The last place where we lived was an apartment, where we occupied the top floor, and had the rights to the rooftop. This apartment had only one family per floor. The apartments were huge, with a view of the entire bay. To us, the young ones, it was an adventure and an opportunity to make new friends in the new neighborhoods. All of our homes were in the old city of San Juan. A drawing of my first childhood home. Ethnic Life Stories Edgar Galiñanes

19 CHAPTER TWO: INFANCY AND EARLY MEMORIES My Nickname I was the most robust of the children, so my brothers and family called me Gordo. The nickname stuck with me for many years. My brother Segismundo and his wife never stopped calling me Gordo. A Typical Day On a typical childhood day, we would spend the morning and afternoon in school. Upon leaving school, I would meet young family members to go out and play ball, ride bicycles, or skate all in the street. In those days, there were very few cars, so the streets were empty. Sometimes we would go to the marina to watch the ships and schooners that came in from different islands. In the winter months we would watch the tides form gigantic waves that would crash up against the boulevard of the Port of San Juan. Cars and pedestrians would pass through the boulevard. We loved it when a car or people would get soaked from the waves. There was a major problem in those days, the principle drain of the city emptied into part of the sea, making those waters constantly dirty. Food The staples of our diet were rice and beans, meat filets, salads, fish, pastas, eggs, vegetables and soup. In our home there were always three dishes for lunch and for dinner. Soup was served in the afternoon. In the cooler months, hot chocolate was served with cheese and crackers around 9:00 pm, this was a custom inherited from Spain. We ate all kinds of fried foods, and had many different desserts. French bread and butter were never lacking at breakfast, lunch or dinner. We never knew what we were going to eat until it was served. The table in those years was varied and I enjoyed it very much. I always finished eating everything on my plate, and I liked everything. The dishes had Creole and Spanish influences. Our Religion Our religion is Apostolic Roman Catholic, which we inherited from Spain. We were obligated to go to church on Sundays, which the whole population of San Juan attended. In the city there were four large churches, the Cathedral and St. Joseph being the two most popular. These were the oldest churches in the New World. I was three years old when I began to have knowledge of my surroundings. I began to fill my mind with memories. Our House Our house was two stories with a large balcony, in the traditional Spanish colonial style. The balcony faced the ancient Plaza of San José, which had an equestrian statue of Don Ponce de Ethnic Life Stories Edgar Galiñanes

20 León, conqueror and first governor, in the center. I used to admire that statue of the Conqueror of Puerto Rico and discoverer of Florida, majestically mounted on his horse, sword in hand. In my eyes, I saw him as a giant. I took my first steps in that plaza, in During my childhood, we would always go there to run and play. The plaza was surrounded by trees, there were benches to sit on, and a kiosk where sweets were sold. In the background was the ancient St. Joseph Church, which was built at the beginning of the fifteenth century. Rules of the House A very important rule in my house was that the whole family be present at the same time for breakfast, lunch, and dinner. The children had to be in bed at nine p.m. Our elders would return at different hours, so a chair was placed inside the door they pushed to enter. The door to our home remained permanently open. I don t recall there ever being a robbery on our street. My Room I shared my room with a brother and a cousin. The room had three beds, with doors connected to other rooms, and a door leading to a open corridor. In those days, the rooms were very large and some didn t have windows, instead they had skylights. Our Pets There were always a dog and two cats in the house. They ate leftovers and table scraps. Back then, there was no special dog or cat food. There were also no veterinarians in the city. Animal illnesses were cured with household remedies. The animals rarely got sick. We had a rooster that I brought home as a chick. It grew up to be an enormous rooster that would walk all over the house. One fine day the rooster was killed to make rice and chicken. The death of Pachin disturbed my brother Segismundo so much that he never again ate chicken in any form for the rest of his life. We had a dovecote on the roof with more than a hundred doves. This was customary in San Juan. The doves were cooked in a soup, especially when someone was sick. They were very tasty and nourishing. One dove was used for each bowl of soup. We had a little piglet that grew in our home until it was two years old. My brother would bathe him and put big ribbons on him. One day the pig, which had a habit of climbing onto the roof, leaned through the holes of the balusters that faced the street. Perhaps the height made him dizzy, causing him to fall to the street below. It was the grand finale of little Bombón. School I began my education at a school owned by a lady near our house. She taught us the reader or primer. Later I attended preschool. The traditional Spanish-style preschool was Ethnic Life Stories Edgar Galiñanes

21 directed by Catholic sisters. There were no student desks. We all sat on platforms of varying heights, situated around the teacher s desk in the center. She taught us our first letters and the Catechism. When I was five, I began to attend Lincoln School. It was located inside a large commercial building adapted for the school, and very close to our house. The director of the school was a great, very old fashioned lady. Her wardrobe was of early 1900s fashions. This caught my attention. She was kind and treated us affectionately. Mrs. Timothe was probably about seventy years old, her family was well known and lived in San Juan. Her husband and sons were doctors. They lived in a large old house in the city, with a very long balcony full of flowers. Mrs. Timothe gave herself the task of a erecting a statue of President Lincoln. She began to ask for pennies from the students, a penny per week. A penny in the 1920s had some value, since with it one could buy a little glass of ice cream from the street carts, a big ginger cookie, a piece of bread and butter, seven pieces of candy, a piragua of different flavors, or a snow cone in the form of sorbet with different syrups. Many street carts lined the streets of the city, and to our delight, much could be bought with just a penny. Penny after penny went into the completion of the Lincoln statue. The marble statue was of Lincoln sitting in a great chair. The legs of the chair were eagles. All of San Juan admired this great work of art. The Lincoln School was built at the former site of the San Sebastian Polvorín. The ancient monument was built by Spain in the 1700s. It was an enormous mistake to destroy a work of art so monumental and full of history. I remember the monument very well, situated not far from our house. During its destruction with dynamite, San Juan shuttered with the explosions. It s crazy how the world turns. At the exact same site, many years later, a large Spanish restaurant was built. The restaurant, I believe, was called the Barrachina. This was where the pina colada was created. Its specialties included Valencian paella cooked in view of everyone. All the schools I attended were close to home. I would go with my sister, who was only a year older than me. The teachers were very good women. They treated us well and dressed in a professional, elegant way. My favorite teacher was Mrs. Montilla, our history teacher. Back then, music wasn t taught at school. In its place were carpentry, plumbing, and electricity workshops. I studied at all the workshops during different years of my education. Ethnic Life Stories Edgar Galiñanes

Worksheet 3: Past Simple v/s Present Perfect. Past Simple v/s Present Perfect

Worksheet 3: Past Simple v/s Present Perfect. Past Simple v/s Present Perfect Worksheet 3: Past Simple v/s Present Perfect NIVEL A.E. C.M.O. HABILIDAD Cuarto Medio El estudiante debe ser capaz de : -Generar entendimiento, uso y aplicación correcta de ambos tiempos verbales. Pasado

Más detalles

STAR/Cross-age Tutoría Frases del Sr. Fry Grupo 1 Práctique leyendo con su niño(a) 5 frases diariamente. Continue con las siguiente 5 frases cuando

STAR/Cross-age Tutoría Frases del Sr. Fry Grupo 1 Práctique leyendo con su niño(a) 5 frases diariamente. Continue con las siguiente 5 frases cuando Grupo 1 1. the little boy el niño pequeño 2. a good boy un buen niño 3. is about me es acerca de mí 4. then you give luego tú das 5. was to come iba a suceder 6. old and new viejo y nuevo 7. what we know

Más detalles

Speak Up! In Spanish. Young s Language Consulting. Young's Language Consulting. Lesson 1 Meeting and Greeting People.

Speak Up! In Spanish. Young s Language Consulting. Young's Language Consulting. Lesson 1 Meeting and Greeting People. Buenos días Good morning Buenos días Good afternoon Buenas tardes Good evening Buenas tardes Good night Buenas noches Sir Señor Ma am/mrs. Señora Miss Señorita Buenas tardes Culture Note: When greeting

Más detalles

Unidad Idiomas Transcripción

Unidad Idiomas Transcripción Transcripción Texto Inicial Hola! Bienvenidos al texto inicial de la unidad Idiomas. Empecemos. Soy Tony y tengo veinticuatro años. Me gusta aprender idiomas. Hablo tres idiomas diferentes. Ahora estoy

Más detalles

EL PASADO SIMPLE Y EL PASADO CONTINUO

EL PASADO SIMPLE Y EL PASADO CONTINUO EL PASADO SIMPLE Y EL PASADO CONTINUO EL PASADO SIMPLE EL PASADO CONTINUO EJERCICIOS EL PASADO SIMPLE Formación: El pasado simple en inglés se forma añadiendo la terminación ed a los verbos regulares;

Más detalles

Inspired Beginners Podcast 30 Horarios Españoles

Inspired Beginners Podcast 30 Horarios Españoles Inspired Beginners Podcast 30 Horarios Españoles Contents 1. Key Vocabulary and Grammar 2 2. The Transcript of the conversation 3 3. Translation of the conversation 4 4. Vocab Building (add to the list)

Más detalles

Lengua adicional al español IV

Lengua adicional al español IV Lengua adicional al español IV Topic 11 Life little lessons Introduction In this lesson you will study: Time clauses are independent clauses. These are the clauses that tell you the specific time when

Más detalles

Nivel 2. Proba escrita / Prueba escrita Competencia Clave: Comunicación en Lingua Inglesa/Comunicación en Lengua Inglesa

Nivel 2. Proba escrita / Prueba escrita Competencia Clave: Comunicación en Lingua Inglesa/Comunicación en Lengua Inglesa CLI-N2-11 Nivel 2. Proba escrita / Prueba escrita Competencia Clave: Comunicación en Lingua Inglesa/Comunicación en Lengua Inglesa Primeiro apelido / Primer apellido Segundo apelido / Segundo apellido

Más detalles

A Member of My Community

A Member of My Community Connection from School to Home Kindergarten Social Studies Unit 1 A Member of My Community Here is an easy activity to help your child learn about what it means to be a member of a community. Here is what

Más detalles

PRUEBA DE INGLÉS SECUNDARIA

PRUEBA DE INGLÉS SECUNDARIA Dirección General de Ordenación Académica e Innovación Educativa PRUEBA DE INGLÉS SECUNDARIA EXPRESIÓN ORAL AUTOAPLICACIÓN EVALUACIÓN DIAGNÓSTICA SECUNDARIA 2007 Servicio de Evaluación y Calidad Educativa

Más detalles

ÁMBITO DE COMUNICACIÓN Lengua extranjera: Inglés

ÁMBITO DE COMUNICACIÓN Lengua extranjera: Inglés CONSEJERÍA DE EDUCACIÓN PRUEBAS LIBRES PARA LA OBTENCIÓN DIRECTA DEL TÍTULO DE GRADUADO EN EDUCACIÓN SECUNDARIA OBLIGATORIA POR LAS PERSONAS MAYORES DE 18 AÑOS (Convocatoria septiembre 2010). APELLIDOS

Más detalles

COMPARATIVO. En inglés existen 3 tipos de comparativo: INFERIORIDAD, IGUALDAD Y SUPERIORIDAD

COMPARATIVO. En inglés existen 3 tipos de comparativo: INFERIORIDAD, IGUALDAD Y SUPERIORIDAD COMPARATIVO En inglés existen 3 tipos de comparativo: INFERIORIDAD, IGUALDAD Y SUPERIORIDAD 1) COMPARATIVO DE INFERIORIDAD: Estructura: [less + than] ///// [not as...as] Ejemplo: He is less intelligent

Más detalles

Lista 1. Nombre. Lista 5. Lista 4 Lista 3 Lista 2. Lista 1. Lista 10. Lista 9. Lista 8. Lista 7. Lista 6

Lista 1. Nombre. Lista 5. Lista 4 Lista 3 Lista 2. Lista 1. Lista 10. Lista 9. Lista 8. Lista 7. Lista 6 Nombre Lista 1 Lista 10 Lista 9 Lista 8 Lista 7 Lista 6 Lista 5 Lista 4 Lista 3 Lista 2 Lista 1 Yo (I) Y (and) Un (a, an) Una (a-for female) Veo (I see) Mi (my) Tu (you) A (to) Al (to) Así (like this)

Más detalles

Learning Masters. Fluent: States of Matter

Learning Masters. Fluent: States of Matter Learning Masters Fluent: States of Matter What I Learned List the three most important things you learned in this theme. Tell why you listed each one. 1. 2. 3. 22 States of Matter Learning Masters How

Más detalles

Welcome to lesson 2 of the The Spanish Cat Home learning Spanish course.

Welcome to lesson 2 of the The Spanish Cat Home learning Spanish course. Welcome to lesson 2 of the The Spanish Cat Home learning Spanish course. Bienvenidos a la lección dos. The first part of this lesson consists in this audio lesson, and then we have some grammar for you

Más detalles

Instructor: Do you remember how to say the verb "to speak"? Instructor: How do you ask a friend Do you speak Spanish?

Instructor: Do you remember how to say the verb to speak? Instructor: How do you ask a friend Do you speak Spanish? Learning Spanish Like Crazy Spoken Spanish Lección Dos. Listen to the following conversation: Male: Hablas inglés? Female: Sí, hablo inglés porque practico todos los días. Male: Dónde? Female: Practico

Más detalles

Learning Masters. Early: Force and Motion

Learning Masters. Early: Force and Motion Learning Masters Early: Force and Motion WhatILearned What important things did you learn in this theme? I learned that I learned that I learned that 22 Force and Motion Learning Masters How I Learned

Más detalles

LICEO ARKADIA COLOMBIA Sendero para un saber transformador FORMACIÓN INTEGRAL CON CALIDAD Y EXCELENCIA

LICEO ARKADIA COLOMBIA Sendero para un saber transformador FORMACIÓN INTEGRAL CON CALIDAD Y EXCELENCIA TALLER DE INGLES GRADO PRIMERO (DESARROLLAR EN CASA) TALLER DE INGLES GRADO SEGUNDO (DESARROLLAR EN CASA) TALLER DE INGLES GRADO SEGUNDO (DESARROLLAR EN CASA) TALLER DE INGLES GRADO TERCERO (DESARROLLAR

Más detalles

Instructor: She just said that she s Puerto Rican. Escucha y repite la palabra Puerto Rican -for a man-.

Instructor: She just said that she s Puerto Rican. Escucha y repite la palabra Puerto Rican -for a man-. Learning Spanish Like Crazy Spoken Spanish Lección once Instructor: Cómo se dice Good afternoon? René: Buenas tardes. Buenas tardes. Instructor: How do you ask a woman if she s Colombian. René: Eres Colombiana?

Más detalles

Learning Masters. Fluent: Animal Habitats

Learning Masters. Fluent: Animal Habitats Learning Masters Fluent: Animal Habitats What I Learned List the three most important things you learned in this theme. Tell why you listed each one. 1. 2. 3. 22 Animal Habitats Learning Masters How I

Más detalles

EL PASADO SIMPLE (I)

EL PASADO SIMPLE (I) EL PASADO SIMPLE (I) 1. El pasado simple se construye en inglés añadiendo ed a los verbos regulares: I visit my sister (presente) I visited my sister (pasado) Práctica. Pasa las siguientes frases al pasado

Más detalles

MODELO DE EXAMEN DE INGLÉS MENTOR MÓDULOS 1-2

MODELO DE EXAMEN DE INGLÉS MENTOR MÓDULOS 1-2 MODELO DE EXAMEN DE INGLÉS MENTOR MÓDULOS 1-2 AVISO: Este documento es un ejemplo muy similar, tanto en forma como estructura, al examen de cada convocatoria. Prueba a hacerlo como una actividad de repaso.

Más detalles

Learning Masters. Fluent: Wind, Water, and Sunlight

Learning Masters. Fluent: Wind, Water, and Sunlight Learning Masters Fluent: Wind, Water, and Sunlight What I Learned List the three most important things you learned in this theme. Tell why you listed each one. 1. 2. 3. 22 Wind, Water, and Sunlight Learning

Más detalles

Living in America Teacher Resource Series Lesson Script for Navigating the Community. Navegando en la Comunidad / Navigating the Community

Living in America Teacher Resource Series Lesson Script for Navigating the Community. Navegando en la Comunidad / Navigating the Community Living in America Teacher Resource Series Lesson Script for Navigating the Community Note: This Lesson Script is for teacher use only. It is not intended for students because it contains the answers to

Más detalles

A1 Second level. Timeline. Servicio Nacional de Aprendizaje - SENA. Reservados todos los derechos 2013.

A1 Second level. Timeline. Servicio Nacional de Aprendizaje - SENA. Reservados todos los derechos 2013. A1 Second level Timeline Start UP Welcome Hi! It s great to see you again! It s time to learn how to make a timeline to talk about past events of our lives in a sequential manner. Let s begin! 2 /9 Warm

Más detalles

1 Hola! Soy Jaime y quiero contarles mi historia. Vivo con mi mamá y mi papá, Mila y Jimmy, y mis dos hermanos: Gabriel y Diego. Me gusta jugar béisbol y tenis, así como nadar. Hi! I m Jaime and I want

Más detalles

Worksheet 2: Passive Voice. Passive Voice (Voz Pasiva)

Worksheet 2: Passive Voice. Passive Voice (Voz Pasiva) Worksheet 2: Passive Voice NIVEL A.E. C.M.O. HABILIDAD Cuarto Medio El estudiante debe ser capaz de generar entendimiento, uso y aplicación correcto de la Voz pasiva. Passive Voice Identificar y reconocer

Más detalles

Teeeny teeeny tiny little pieces of rocks. Anncr: But to her two year-old son, exploring the world around him, she makes perfect sense.

Teeeny teeeny tiny little pieces of rocks. Anncr: But to her two year-old son, exploring the world around him, she makes perfect sense. Below you will find the National Radio PSA Scripts. To listen to the radio spots, please go to: http://online.unitedway.org/bornlearning Born Learning Radio :60 At the Beach Ocean sounds Over there? Over

Más detalles

Billy y Las Botas. Table of Contents. Lyrics in Spanish Only. Pg 3-4 Lyrics in Spanish with English Translation. Cloze activity Easy*

Billy y Las Botas. Table of Contents. Lyrics in Spanish Only. Pg 3-4 Lyrics in Spanish with English Translation. Cloze activity Easy* Table of Contents Pg 2 Lyrics in Spanish Only Pg 3-4 Lyrics in Spanish with English Translation Pg 5 Pg 6 Cloze activity Easy* Cloze activity Hard* *Instructions for Cloze Activities: 1) Print out copies

Más detalles

Clases de los dias : Miércoles 2/10. 2 Horas. ; Viernes 4 / 10. 1 H Mièrcoles 9/10. 2 H ADJECTIVES SUPERLATIVES

Clases de los dias : Miércoles 2/10. 2 Horas. ; Viernes 4 / 10. 1 H Mièrcoles 9/10. 2 H ADJECTIVES SUPERLATIVES U.E COLEGIO 19 DE ABRIL INGLES Año : 2. Secciòn : B Clases de los dias : Miércoles 2/10. 2 Horas. ; Viernes 4 / 10. 1 H Mièrcoles 9/10. 2 H ADJECTIVES SUPERLATIVES I) We form the superlative degree of

Más detalles

Competencia en Comunicación Lingüística en Lengua Inglesa

Competencia en Comunicación Lingüística en Lengua Inglesa INDIVIDUALIZADA. Competencia en Comunicación Lingüística en Lengua Inglesa / Educación Primaria / 3º Curso 1 EVALUACIÓN INDIVIDUALIZADA CURSO 2014/15 3º de Primaria Cuaderno Competencia en Comunicación

Más detalles

3. LOS TIEMPOS PRESENTES PERFECTOS

3. LOS TIEMPOS PRESENTES PERFECTOS This project funded by Leonardo da Vinci been carried out with the support of the European Community. The content of this project does not necessarily reflect the position of the European Community or

Más detalles

Objetivo: You will be able to You will be able to

Objetivo: You will be able to You will be able to Nombre: Fecha: Clase: Hora: Título (slide 1) Las cosas _ Capítulo 2 1 (Chapter Two, First Step) Objetivo: You will be able to You will be able to First look at the other sheet of vocabulary and listen,

Más detalles

Semana 10 Relative clauses

Semana 10 Relative clauses Writing tips: passive voice Semana 9 Let s start! Hello again! Esta semana la dedicamos a la gramática del inglés. Estudiaremos las cláusulas relativas. Tal vez el nombre de este tipo de oraciones te sea

Más detalles

Qué viva la Gráfica de Cien!

Qué viva la Gráfica de Cien! Qué viva la Gráfica de Cien! La gráfica de cien consiste en números del 1 al 100 ordenados en cuadrilones de diez números en hileras. El resultado es que los estudiantes que utilizan estás gráficas pueden

Más detalles

2. LOS TIEMPOS PASADOS

2. LOS TIEMPOS PASADOS This project funded by Leonardo da Vinci has been carried out with the support of the European Community. The content of this project does not necessarily reflect the position of the European Community

Más detalles

El Perfecto: Presente, Pasado, Futuro y Condicional

El Perfecto: Presente, Pasado, Futuro y Condicional 1. we have read 2. you-all (ustedes) have said 3. Juan and Maria have been estado 4. I have eaten lunch almorzado 5. she has washed lavado 6. Han ya los niños? Have the children already left? (salir) 7.

Más detalles

Reinforcement Plan. Day 27 Month 03 Year 2015

Reinforcement Plan. Day 27 Month 03 Year 2015 BETHLEMITAS SCHOOL Reinforcement Plan Day 27 Month 03 Year 2015 TERM: I Date: COMPREHENSION GOAL: The students develop comprehension about the Living and Non- living things, plants, animals and their main

Más detalles

TESTIMONY EDWARD CASTELLON TO THE MONTGOMERY COUNTY BOARD OF EDUCATION COMMUNITY FORUM ALBERT EINSTEIN HIGH SCHOOL OCTOBER 16, 2008

TESTIMONY EDWARD CASTELLON TO THE MONTGOMERY COUNTY BOARD OF EDUCATION COMMUNITY FORUM ALBERT EINSTEIN HIGH SCHOOL OCTOBER 16, 2008 TESTIMONY OF EDWARD CASTELLON TO THE MONTGOMERY COUNTY BOARD OF EDUCATION COMMUNITY FORUM AT ALBERT EINSTEIN HIGH SCHOOL OCTOBER 16, 2008 WRITTEN ENGLISH TRANSLATION (DELIEVERED IN SPANISH) Edward Castellón

Más detalles

GUIA DE APRENDIZAJE. Pensamiento: Comunicativo Expresivo VALOR DEL MES:

GUIA DE APRENDIZAJE. Pensamiento: Comunicativo Expresivo VALOR DEL MES: Subdirección de Educación Departamento de Educación Contratada Colegio CAFAM Bellavista CED GUIA DE APRENDIZAJE Guía No: 4 Docente: ADRIANA CORTES AYALA Pensamiento: Comunicativo Expresivo Asignatura:

Más detalles

Aula Inglés SOLICITUD FAMILIA para AU PAIRS - FAMILY APPLICATION for AU PAIRS DETALLES DE CONTACTO -CONTACT DETAILS Nombre /Full Name Dirección/Address FOTO/PHOTO Provincia / Region Ciudad - City: País/Country

Más detalles

Mi FAMiLiA MY FAMILY

Mi FAMiLiA MY FAMILY mi familia Student version : page 1 Teacher version : page 18 Mi FAMiLiA MY FAMILY GRAMÁTICA : pages 2 and 3 CONJUGACIÓN : page 10 1 GRAMMAR : How to say «my»,«your»,«his»,«her»... in Spanish? «my»,«your»,«his»,«her»

Más detalles

Nombre Clase Fecha. committee has asked a volunteer to check off the participants as they arrive.

Nombre Clase Fecha. committee has asked a volunteer to check off the participants as they arrive. SITUATION You are participating in an International Student Forum. The organizing committee has asked a volunteer to check off the participants as they arrive. TASK As the volunteer, greet the participants

Más detalles

Learn and Practice English Through Songs

Learn and Practice English Through Songs Company LOGO Learn and Practice English Through Songs Centro de Auto-Acceso de Lenguas Extranjeras Recurso Educativo Abierto bajo licencia www.themegallery.com Contenido Actividad inicial Forma negativa

Más detalles

UNIVERSIDAD COOPERATIVA DE COLOMBIA INGLES 4 MATERIAL DE REFUERZO EN ESPAÑOL PRINCIPIOS BASICOS DE GRAMATICA INGLESA

UNIVERSIDAD COOPERATIVA DE COLOMBIA INGLES 4 MATERIAL DE REFUERZO EN ESPAÑOL PRINCIPIOS BASICOS DE GRAMATICA INGLESA UNIVERSIDAD COOPERATIVA DE COLOMBIA INGLES 4 MATERIAL DE REFUERZO EN ESPAÑOL PRINCIPIOS BASICOS DE GRAMATICA INGLESA CHAPTER 10 1. CAN: VERBO AUXILIAR CAN PÓDER Ahora mucho cuidado! A diferencia de la

Más detalles

PARTE ESPECÍFICA. OPCIÓN A MATERIA: INGLÉS

PARTE ESPECÍFICA. OPCIÓN A MATERIA: INGLÉS CALIFICACIÓN: PRUEBAS DE ACCESO A CICLOS FORMATIVOS DE GRADO SUPERIOR DE FORMACIÓN PROFESIONAL Septiembre 2009. Resolución de 30 de marzo de 2009 (DOCM del día 7 de abril) Centro de examen Instrucciones

Más detalles

El Calendario de Español IV

El Calendario de Español IV El Calendario de Español IV *Necesitas hacer las actividades específicas del calendario y de los videos *Necesitas llenar las cajas (escribe o teclea) con la información de la actividad en UNA FRASE COMPLETA

Más detalles

Connection from School to Home Kindergarten Math Module 2 Topic A. Making 3 with Triangles and Chips

Connection from School to Home Kindergarten Math Module 2 Topic A. Making 3 with Triangles and Chips Connection from School to Home Kindergarten Math Module 2 Topic A Making 3 with Triangles and Chips Here is a simple activity to help your child learn about composing and decomposing the number 3 and analyzing

Más detalles

C. C. B. SANTA CRUZ LICEO NOCTURNO GUIA DE INGLÉS PARA EL SEMESTRE 10 REALIZADA POR EL LCDO. ARNALDO ROJAS

C. C. B. SANTA CRUZ LICEO NOCTURNO GUIA DE INGLÉS PARA EL SEMESTRE 10 REALIZADA POR EL LCDO. ARNALDO ROJAS C. C. B. SANTA CRUZ LICEO NOCTURNO GUIA DE INGLÉS PARA EL SEMESTRE 10 REALIZADA POR EL LCDO. ARNALDO ROJAS I.- EL TIEMPO PASADO SIMPLE: Es un tiempo que indica que UNA ACCIÓN SE REALIZÓ EN ALGÚN MOMENTO

Más detalles

Living in America Teacher Resource Series Lesson Script for Using Money

Living in America Teacher Resource Series Lesson Script for Using Money Living in America Teacher Resource Series Lesson Script for Using Money Note: This Lesson Script is for teacher use only. It is not intended for students because it contains the answers to the Listening

Más detalles

Synergy Spanish Solutions. Día de San Valentín Audio Lessons

Synergy Spanish Solutions. Día de San Valentín Audio Lessons Synergy Spanish Solutions Día de San Valentín Audio Lessons Created by Marcus Santamaria Edited by Elena Chagoya & Claire Boland Copyright 2014 Marcus Santamaria All Rights reserved. No part of this publication

Más detalles

Bueno noches profe Catalina cordial de saludo catalina quiero recomentarle lo que pasa quiero estudiar en la universidad nacional de colombia pero yo

Bueno noches profe Catalina cordial de saludo catalina quiero recomentarle lo que pasa quiero estudiar en la universidad nacional de colombia pero yo Bueno noches profe Catalina cordial de saludo catalina quiero recomentarle lo que pasa quiero estudiar en la universidad nacional de colombia pero yo ya termine nivel uno pero solo quiero nivel dos necesito

Más detalles

Inspired Beginners Podcast 01 Hola!

Inspired Beginners Podcast 01 Hola! Inspired Beginners Podcast 01 Hola! Contents 1. Key Vocabulary 2 2. Transcript of the conversation 4 3. Translation of the conversation 6 4. Vocab Building 8 5. Cool Spanish! 9 Marina Diez and Ben Curtis

Más detalles

DONACION DE OLD TIME FOUNDATION A NIKAO MAORI SCHOOL RAROTONGA ISLAS COOK OCTUBRE 2007

DONACION DE OLD TIME FOUNDATION A NIKAO MAORI SCHOOL RAROTONGA ISLAS COOK OCTUBRE 2007 DONACION DE OLD TIME FOUNDATION A NIKAO MAORI SCHOOL RAROTONGA ISLAS COOK OCTUBRE 2007 La escuela primaria Nikao Maori School fue fundada en 1955. Es una escuela pública y tiene actualmente 123 alumnos.

Más detalles

Class Four. Los Tiempos. Tiempo Nombre Ejemplo de Golf. Presente Present Simple I play golf every day Present Con6nuous I am playing golf

Class Four. Los Tiempos. Tiempo Nombre Ejemplo de Golf. Presente Present Simple I play golf every day Present Con6nuous I am playing golf Class Four Los Tiempos Tiempo Nombre Ejemplo de Golf Presente Present Simple I play golf every day Present Con6nuous I am playing golf Present Perfect He has played golf Present Perfect Con6nuous He has

Más detalles

Hola. A continuación encontrará algunas preguntas que debo hacerle acerca de su hogar y propiedad después del desastre.

Hola. A continuación encontrará algunas preguntas que debo hacerle acerca de su hogar y propiedad después del desastre. Hola. A continuación encontrará algunas preguntas que debo hacerle acerca de su hogar y propiedad después del desastre. Hello. There are some questions I need to ask you about damage to your home and property

Más detalles

MajestaCare Healthy Baby Program

MajestaCare Healthy Baby Program MajestaCare Healthy Baby Program Helping you have a healthy baby Para que tenga un bebé saludable Your baby s provider After your baby becomes a member of MajestaCare health plan, you will get a letter

Más detalles

Inglés para Españoles

Inglés para Españoles Inglés para Españoles El inglés no es igual para todos! Inglés para Españoles resuelve las dificultades específicas del estudiante español. Nivel inicial-intermedio Units 1-30 El Nivel inicial-intermedio

Más detalles

Disfruten su verano! Hola estudiantes,

Disfruten su verano! Hola estudiantes, Hola estudiantes, We hope that your experience during Spanish 1 was enjoyable and that you are looking forward to improving your ability to communicate in Spanish. As we all know, it is very difficult

Más detalles

El estilo indirecto inglés.

El estilo indirecto inglés. El estilo indirecto inglés. El "estilo indirecto" es una estructura que se emplea para repetir lo que alguien ha anteriormente dicho ("estilo directo"): John: "My name is John" (estilo directo) (Mi nombre

Más detalles

Shortcut to Informal Spanish Conversations Level 2 Lesson 1

Shortcut to Informal Spanish Conversations Level 2 Lesson 1 Shortcut to Informal Spanish Conversations Level 2 Lesson 1 These lessons extend on the ideas from Shortcut to Informal Spanish Conversations Level 1 http://www.informalspanish.com and Shortcut to Spanish

Más detalles

Ejercicio de Lengua extranjera: Inglés

Ejercicio de Lengua extranjera: Inglés Dirección General de Políticas Educativas, Ordenación Académica y Formación Profesional PRUEBA PARA LA OBTENCIÓN DEL TÍTULO DE GRADUADO O DE GRADUADA EN EDUCACIÓN SECUNDARIA OBLIGATORIA. Convocatoria de

Más detalles

Ethnography of a Classroom Sample Questions (May need to be adjusted for lower grades)

Ethnography of a Classroom Sample Questions (May need to be adjusted for lower grades) Claremont Graduate University, Teacher Education Program Ethnography of a Classroom Sample Questions Parent/Family Interview Be sure to schedule enough time for interview minimum 30 minutes. If possible,

Más detalles

An explanation by Sr. Jordan

An explanation by Sr. Jordan & An explanation by Sr. Jdan direct object pronouns We usually use Direct Object Pronouns to substitute f it them in a sentence when the it them follows the verb. Because of gender, him and her could also

Más detalles

FRIDAY, 30 MAY 9.00 AM 9.45 AM. Date of birth Day Month Year Scottish candidate number

FRIDAY, 30 MAY 9.00 AM 9.45 AM. Date of birth Day Month Year Scottish candidate number FOR OFFICIAL USE Mark X063/0/0 NATIONAL QUALIFICATIONS 04 FRIDAY, 30 MAY 9.00 AM 9.45 AM SPANISH INTERMEDIATE Reading Fill in these boxes and read what is printed below. Full name of centre Town Forename(s)

Más detalles

EL DINERO CUENTA. Personajes. Escenario. Esta obra de teatro tiene lugar en y alrededor de la. Acto 1

EL DINERO CUENTA. Personajes. Escenario. Esta obra de teatro tiene lugar en y alrededor de la. Acto 1 EL DINERO CUENTA Narrador 1 Ben Narrador 2 Personajes Sr. Dinero Sra. Dinero Escenario Esta obra de teatro tiene lugar en y alrededor de la casa del Sr. y la Sra. Dinero. Sr. Dinero Sra. Dinero Ben Melissa

Más detalles

GUIDE FOR PARENT TEACHER CONFERENCES

GUIDE FOR PARENT TEACHER CONFERENCES GUIDE FOR PARENT TEACHER CONFERENCES A parent-teacher conference is a chance for you and your child s teacher to talk. You can talk about how your child is learning at home and at school. This list will

Más detalles

Harmony Science Academy Houston High 9431 W. Sam Houston Pkwy S Houston, TX, 77099

Harmony Science Academy Houston High 9431 W. Sam Houston Pkwy S Houston, TX, 77099 Dear HSA-Houston High Parents/Guardians, We hope that everyone is having a wonderful summer. Student orientation is drawing near and to make the process run smoother, we are asking that you please complete

Más detalles

Como Describir Precios en Inglés. Práctica 1 Escribe los precios de la manera larga. ejemplo: $7.25 seven dollars and twenty-five cents 1. $4.

Como Describir Precios en Inglés. Práctica 1 Escribe los precios de la manera larga. ejemplo: $7.25 seven dollars and twenty-five cents 1. $4. Como Describir Precios en Inglés Hay dos maneras de describir un precio. Hay una manera larga que incluye las palabras "dollars", "and", "cents" y una manera corta. 1) $2.50 = Two dollars and fifty cents

Más detalles

CURSO DE LENGUA ADICIONAL AL ESPAÑOL II I N T R O D U C C I Ó N

CURSO DE LENGUA ADICIONAL AL ESPAÑOL II I N T R O D U C C I Ó N CURSO DE LENGUA ADICIONAL AL ESPAÑOL II I N T R O D U C C I Ó N Joven Bachiller: Como parte de las acciones de mejora para fortalecer el nivel académico de nuestros estudiantes, el Colegio de Bachilleres,

Más detalles

Notes for teachers: Length of podcast: 7:59

Notes for teachers: Length of podcast: 7:59 : Technology Enhanced Elementary Spanish Program Lesson Plan: # 50 Story: # 1 Level 4 Objective(s) & Progress Indicator(s): 1a: Express simple descriptions 1b: Answer simple questions 1d: Identify visual

Más detalles

Learning Masters. Early: Animal Bodies

Learning Masters. Early: Animal Bodies Learning Masters Early: Animal Bodies WhatILearned What important things did you learn in this theme? I learned that I learned that I learned that 22 Animal Bodies Learning Masters How I Learned Good readers

Más detalles

Improving Rates of Colorectal Cancer Screening Among Never Screened Individuals

Improving Rates of Colorectal Cancer Screening Among Never Screened Individuals Improving Rates of Colorectal Cancer Screening Among Never Screened Individuals Northwestern University, Feinberg School of Medicine Contents Patient Letter Included with Mailed FIT... 3 Automated Phone

Más detalles

Daly Elementary. Family Back to School Questionnaire

Daly Elementary. Family Back to School Questionnaire Daly Elementary Family Back to School Questionnaire Dear Parent(s)/Guardian(s), As I stated in the welcome letter you received before the beginning of the school year, I would be sending a questionnaire

Más detalles

Learning Masters. Early: Food From Plants

Learning Masters. Early: Food From Plants Learning Masters Early: Food From Plants WhatILearned What important things did you learn in this theme? I learned that I learned that I learned that 22 Food From Plants Learning Masters How I Learned

Más detalles

INGLÉS UNIDAD 7: LOS VERBOS ESPECIALES

INGLÉS UNIDAD 7: LOS VERBOS ESPECIALES INGLÉS UNIDAD 7: LOS VERBOS ESPECIALES maria.carrillo@umh.es Prof. María a José Carrillo Martínez ana.molla@umh.es Prof. Ana María Mollá Mollá rverdu@umh.es Prof. Rosario Verdú Durá UNIDAD 7: LOS VERBOS

Más detalles

23 Ways to Translate ʻBecomeʼ in Spanish!

23 Ways to Translate ʻBecomeʼ in Spanish! 23 Ways to Translate ʻBecomeʼ in Spanish! A Special Report from Notes in Spanish www.notesinspanish.com Weʼve had numerous questions over the years about how to translate the English verb ʻbecomeʼ in Spanish.

Más detalles

Rolling Terrace Summer Reading Bingo & Log

Rolling Terrace Summer Reading Bingo & Log Rolling Terrace Summer Reading Bingo & Log Grades 1-5 Due September 4, 2015 to your homeroom teacher Name Homeroom Teacher: June 2015 Dear Parents, Thank you for your support in our Summer Math and Reading

Más detalles

Understanding. Diabetes. learn the facts! Comprender la. conozca. los datos!

Understanding. Diabetes. learn the facts! Comprender la. conozca. los datos! Understanding Diabetes learn the facts! Comprender la Diabetes los datos! conozca Diabetes in Americans Did you know that approximately 18.2 million people in the United States have been diagnosed with

Más detalles

practice simple present and frequency adverbs

practice simple present and frequency adverbs SECTION 10 THEME 10 Objective: Simple Present Introduction: Practice Conceptual map: practice simple present and frequency adverbs Development: Adverbs of Frequency - Adverbios de Frecuencia Se utilizan

Más detalles

Inspired Beginners Podcast 25 Robo en Valencia

Inspired Beginners Podcast 25 Robo en Valencia Inspired Beginners Podcast 25 Robo en Valencia Contents 1. Key Vocabulary and Grammar 2 2. The Transcript of the conversation 3 3. Translation of the conversation 6 4. Vocab Building (add to the list)

Más detalles

PRÁCTICA DEL CURSO EN AUDIO

PRÁCTICA DEL CURSO EN AUDIO PRÁCTICA DEL CURSO EN AUDIO FRASES Y OTROS Tengo hambre así que quiero ir a comer algo ahora I am hungry so I want to go to eat something now Es importante para mi hablar inglés. It is important for me

Más detalles

Student Perception Survey

Student Perception Survey Student Perception Survey Grades 6-12 Survey Directions You will be completing a survey that will provide important information about your teacher. A survey is different from a test. On a survey, you are

Más detalles

Inspired Beginner s Podcast 14 Quedar

Inspired Beginner s Podcast 14 Quedar Inspired Beginner s Podcast 14 Quedar Contents 1. Key Vocabulary and Grammar 2 2. The Transcript of the conversation 3 3. Translation of the conversation 4 4. Vocab Building (add to the list) 7 5. Cool

Más detalles

Apéndice 1: Ejemplos de voz pasiva en inglés a partir de la clasificación ofrecida por Murphy (2004)

Apéndice 1: Ejemplos de voz pasiva en inglés a partir de la clasificación ofrecida por Murphy (2004) Apéndice 1: Ejemplos de voz pasiva en inglés a partir de la clasificación ofrecida por Murphy (2004) Ejemplos voz activa My grandfather was a builder. He built this house in 1935. It s a big company. It

Más detalles

Vermont Mini-Lessons: Leaving A Voicemail

Vermont Mini-Lessons: Leaving A Voicemail Vermont Mini-Lessons: Leaving A Voicemail Leaving a Voice Mail Message Learning Objective 1) When to leave a message 2) How to leave a message Materials: 1) Voice Mail Template blanks & samples 2) Phone

Más detalles

Spanish for You! Viajes. Spanish for You!

Spanish for You! Viajes. Spanish for You! Spanish for You! Viajes Spanish for You! Viajes Learn Spanish in a simple, effective, and affordable way! Debbie Annett MSEd. Viajes is a neat theme where students learn language useful in their daily

Más detalles

Please join us in circle. Please put on a nametag. Por favor, únete a nosotros en ronda. Ponte una etiqueta con su nombre.

Please join us in circle. Please put on a nametag. Por favor, únete a nosotros en ronda. Ponte una etiqueta con su nombre. Welcome! Bienvenido! Please join us in circle. Please put on a nametag. Por favor, únete a nosotros en ronda. Ponte una etiqueta con su nombre. Questions for You to Think About Preguntas para que pienses

Más detalles

July 2011. Graduations & Learning After High School. Español/Spanish

July 2011. Graduations & Learning After High School. Español/Spanish July 2011 Graduations & Learning After High School Español/Spanish Last month our schools graduated 1,734 students from high school. These are students who met all the graduation standards from the State

Más detalles

Some examples. I wash my clothes, I wash the dishes, I wash the car, I wash the windows. I wash my hands, I wash my hair, I wash my face.

Some examples. I wash my clothes, I wash the dishes, I wash the car, I wash the windows. I wash my hands, I wash my hair, I wash my face. Reflexive verbs In this presentation, we are going to look at a special group of verbs called reflexives. Let s start out by thinking of the English verb wash. List several things that you can wash. Some

Más detalles

Agustiniano Ciudad Salitre School Computer Science Support Guide - 2015 Second grade First term

Agustiniano Ciudad Salitre School Computer Science Support Guide - 2015 Second grade First term Agustiniano Ciudad Salitre School Computer Science Support Guide - 2015 Second grade First term UNIDAD TEMATICA: INTERFAZ DE WINDOWS LOGRO: Reconoce la interfaz de Windows para ubicar y acceder a los programas,

Más detalles

Key competence: communication in foreign languages

Key competence: communication in foreign languages Evaluación de Diagnóstico 2014 Nombre y apellidos: Centro: Localidad: Educación Primaria Key competence: communication in foreign languages Secretaría General de Educación Consejería de Educación y Cultura

Más detalles

REFUERZO EDUCATIVO de INGLÉS. Área/Materia: INGLÉS Curso: 2º ESO Grupo: Número: Curso lectivo: 2013-14 Fecha presentación RE: SEPTIEMBRE 2014

REFUERZO EDUCATIVO de INGLÉS. Área/Materia: INGLÉS Curso: 2º ESO Grupo: Número: Curso lectivo: 2013-14 Fecha presentación RE: SEPTIEMBRE 2014 E. S. O. COLEGIO NSTRA. SRA. DEL RECUERDO Jefatura de Estudios REFUERZO EDUCATIVO de INGLÉS Departamento: INGLÉS Alumno: Área/Materia: INGLÉS Curso: 2º ESO Grupo: Número: Profesor: Tutor/a: Curso lectivo:

Más detalles

Flashcards Series 3 El Aeropuerto

Flashcards Series 3 El Aeropuerto Flashcards Series 3 El Aeropuerto Flashcards are one of the quickest and easiest ways to test yourself on Spanish vocabulary, no matter where you are! Test yourself on just these flashcards at first. Then,

Más detalles

Comprehension Strategy: Summarizing

Comprehension Strategy: Summarizing Name Nombre Date 2010 2008 Houghton Houghton Mifflin Mifflin Harcourt Harcourt Publishing Publishing Company. Company. All rights All rights reserved. reserved. Your Your Turn Turn is a trademark is a

Más detalles

Citizenship. Citizenship means obeying the rules and working to make your community a better place.

Citizenship. Citizenship means obeying the rules and working to make your community a better place. Citizenship Citizenship means obeying the rules and working to make your community a better place. I show good citizenship when I help keep my school and community clean. I am a good citizen when I follow

Más detalles

Actividades y lista de palabras clave a reconocer

Actividades y lista de palabras clave a reconocer Actividades y lista de palabras clave a reconocer Las 220 palabras que se encuentran más frecuentemente en los libros para niños se llaman Dolch sight words. Los alumnos que aprenden estas palabras tienen

Más detalles

SPANISH / Su nacimiento transformo el corazón de todos los que lo vieron nacer. Niño súper talentoso a meses de edad; Fue la inspiración de los

SPANISH / Su nacimiento transformo el corazón de todos los que lo vieron nacer. Niño súper talentoso a meses de edad; Fue la inspiración de los SPANISH / Su nacimiento transformo el corazón de todos los que lo vieron nacer. Niño súper talentoso a meses de edad; Fue la inspiración de los padres para emprender con el niño el camino de la música.

Más detalles

SIGUIENDO LOS REQUISITOS ESTABLECIDOS EN LA NORMA ISO 14001 Y CONOCIENDO LAS CARACTERISTICAS DE LA EMPRESA CARTONAJES MIGUEL Y MATEO EL ALUMNO DEBERA

SIGUIENDO LOS REQUISITOS ESTABLECIDOS EN LA NORMA ISO 14001 Y CONOCIENDO LAS CARACTERISTICAS DE LA EMPRESA CARTONAJES MIGUEL Y MATEO EL ALUMNO DEBERA SIGUIENDO LOS REQUISITOS ESTABLECIDOS EN LA NORMA ISO 14001 Y CONOCIENDO LAS CARACTERISTICAS DE LA EMPRESA CARTONAJES MIGUEL Y MATEO EL ALUMNO DEBERA ELABORAR LA POLITICA AMBIENTAL PDF File: Siguiendo

Más detalles

Mi ciudad interesante

Mi ciudad interesante Mi ciudad interesante A WebQuest for 5th Grade Spanish Designed by Jacob Vuiller jvuiller@vt.edu Introducción Tarea Proceso Evaluación Conclusión Créditos Introducción Bienvenidos! Eres alcalde de una

Más detalles