From Intermediate to Advanced: Opening the Mind to Extended Discourse

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

Download "From Intermediate to Advanced: Opening the Mind to Extended Discourse"

Transcripción

1 From Intermediate to Advanced: Opening the Mind to Extended Discourse Handout available at: https://web.utk.edu/~wiley/ Paul A. García, Ph.D. University of Kansas (Retired) Visiting Associate Professor, Foreign Language Education Director (int.), Second Language Acquisition/Instructional Technology Ph.D. Program University of South Florida (Tampa) Todd A. Hernández, Ph.D. Assistant Professor of Spanish Department of Foreign Languages & Literatures Marquette University (Milwaukee) Patricia Davis-Wiley, Ph.D. Professor, World Language/English as a Second Language Education The University of Tennessee (Knoxville) College of Education, Health & Human Sciences Presented to the: American Council on the Teaching of Foreign Languages 2008 Annual Convention & World Languages Expo Orlando, Florida: Swan & Dolphin Hotel Saturday, November 22, 2008 Americas Seminar Room, 10:00 a.m. - 11:15 a.m. 1

2 Agenda I. Introductions II. III. Context + Schemata = Framework a.k.a.: NCATE, OPI, TBI, CBI Novice to Advanced: Stretch! A. What we do for Novice instruction 1. Skills and Predisposition a. L2 knowledge in place b. Three Modes of Communication 2. Beszélsz magyarul? (Model Connections to Advanced) B. Steps to Advanced Instruction 1 Circumlocution 2 Discourse Markers 3 Information Gap 4 Interview 5 Past Narration 6 Role Play IV. Discussion: Steps to Superior V. Summary & Conclusion 2

3 Assessment Criteria--Speaking Proficiency Level Superior Advanced Functions Context/Content Accuracy Text Type -can support/defend an opinion -can hypothesize -can persuade -can narrate & describe in major time frames -can compare & contrast -can circumlocute -can deal with an unanticipated complication -most formal and informal settings -broad range of general interest topics -some special fields of interest & expertise -most informal & some informal settings -concrete topics such as personal interests, work, & current events -no patterns of errors in basic structures -errors almost never interfere with communication -understood without difficulty by speakers unaccustomed to interacting with non-native speakers -some miscommunication -elementary grammar/syntax is quite accurate -patterns of errors in more complex structures Extended discourse Paragraphs Intermediate -can create with language -can ask & answer questions -can participate in brief conversations -some informal settings -everyday survival topics -simple questions & answer situations -routine travel needs -minimum courtesy requirements -understood, with some repetition, by speakers accustomed to interacting with non-native speakers Discrete sentences Novice -can use limited memorized material in simple statements or questions -simple facts about self or others -colors, clothing, weather, weekdays -may be difficult to understand, even for speakers accustomed to interacting with non-native speakers Individual words & phrases -can use formulaic expressions Note: A rating at any major level is arrived at by the sustained performance of the functions of the level, within the contexts and content areas for that level, with the degree of accuracy described for the level, and the text type of the level. The performance must be sustained across ALL of the criteria for the level in order to be rated at that level. Source: Adapted from Swender, 1999, p

4 ACTFL OPI Characteristics Objective: Directions: Identify the category, Superior or Advanced or Intermediate or Novice, for each statement below. All phrases reflect OPI speaking levels. 1. Place S or A or I or N to the left of each phrase. 2. S = Superior; A = Advanced; I = Intermediate; N = Novice. 3. Note that there may be more than one phrase for each of the four levels. Participates in brief conversations Uses formulaic and rote utterances Asks and answers simple questions Compares and contrasts Narrates and describes in major time frames Hypothesizes Speaks in words and phrases Speaks in extended discourse length Creates with language Handles a situation that presents an unanticipated complication Speaks in paragraph-length discourse Persuades Speaks in discrete sentences unconnected to one another Circumlocutes Supports and defends an opinion 4

5 Oral Proficiency Guidelines American Council on the Teaching of Foreign Languages (Revised, 1999) ADVANCED LOW Speakers at the Advanced-Low level are able to handle a variety of communicative tasks, although somewhat haltingly at times. They participate actively in most informal and a limited number of formal conversations on activities related to school, home, and leisure activities and, to a lesser degree, those related to events of work, current, public, and personal interest or individual relevance. Advanced-Low speakers demonstrate the ability to narrate and describe in all major time frames (past, present and future) in paragraph length discourse, but control of aspect may be lacking at times. They can handle appropriately the linguistic challenges presented by a complication or unexpected turn of events that occurs within the context of a routine situation or communicative task with which they are otherwise familiar, though at times their discourse may be minimal for the level and strained. Communicative strategies such as rephrasing and circumlocution may be employed in such instances. In their narrations and descriptions, they combine and link sentences into connected discourse of paragraph length. When pressed for a fuller account, they tend to grope and rely on minimal discourse. Their utterances are typically not longer than a single paragraph. Structure of the dominant language is still evident in the use of false cognates, literal translations, or the oral paragraph structure of the speaker's own language rather than that of the target language. While the language of Advanced-Low speakers may be marked by substantial albeit irregular flow, it is typically somewhat strained and tentative, with noticeable self-correction and a certain grammatical roughness. The vocabulary of Advanced-Low speakers is primarily generic in nature. Advanced-Low speakers contribute to the conversation with sufficient accuracy, clarity, and precision to convey their intended message without misrepresentation or confusion. They are understood by native speakers unaccustomed to dealing with non-natives, even though this may be achieved through repetition and restatement. When attempting to perform functions or handle topics associated with the Superior level, the linguistic quality and quantity of their speech will deteriorate significantly. INTERMEDIATE HIGH Intermediate-High speakers are able to converse with ease and confidence when dealing with most routine tasks and social situations of the Intermediate level. They are able to handle successfully many uncomplicated tasks and social situations requiring an exchange of basic information related to work, school, recreation, particular interests and areas of competence, though hesitation and errors may be evident. Intermediate-High speakers handle the tasks pertaining to the Advanced level, but they are unable to sustain performance at that level over a variety of topics. With some consistency, speakers at the Intermediate High level narrate and describe in major time frames using connected discourse of paragraph length. However, their performance of these Advanced-level tasks will exhibit one or more features of breakdown, such as the failure to maintain the narration or description semantically or syntactically in the appropriate major time frame, the disintegration of connected discourse, the misuse of cohesive devises, a reduction in breadth and appropriateness of vocabulary, the failure to successfully circumlocute, or a significant amount of hesitation. Intermediate-High speakers can generally be understood by native speakers unaccustomed to dealing with non-natives, although the dominant language is still evident (e.g. use of code-switching, false cognates, literal translations, etc.), and gaps in communication may occur. ACTFL. Proficiency Guidelines Speaking. Retrieved July 4, 2008, from 5

6 Structure of the Simulated Oral Proficiency Interview Language Function Ask questions Describe a place / activities Give directions Narrate in present time Narrate in past time Discuss personal activities Explain a process State advantages and disadvantages Support an opinion Hypothesize Speak with tact Speak to persuade someone Propose and defend a course of action Give a talk Give advice Level Intermediate Intermediate Intermediate Advanced Advanced Intermediate Advanced Advanced Superior Superior Advanced Superior Superior Superior Advanced Center for Applied Linguistics (1995). Spanish speaking test rater training kit. Washington, DC: Author, p

7 7

8 Developing Advanced-Level Language Language function Describe Compare and contrast Narrate in the present Narrate in the past Narrate in the future React and recommend Hypothesize Support an opinion Structures -Ser and estar -Tan como -Tanto/a/os/as...como -Más/menos que -Present indicative -Preterite -Imperfect -Future time -Subjunctive in adverbial clauses -Subjunctive in noun clauses -Commands -Conditional -Past subjunctive Source: Foerster, S.W., & Lambright, A. (2007). Punto y aparte. (3 rd ed.). New York: McGraw-Hill, p. 8. 8

9 Circumlocution (1 of 2) estudiante 1 Cuál es la palabra? Describe las siguientes palabras a tu compañero/a. Tu compañero/a debe tratar de adivinar cada palabra que tú describes. Usa expresiones como: es una cosa para es lo que es la persona que es la acción de es cuando modelo: (rebelarse) es la acción de oponerse a una autoridad 1. animado/a 2. la peluca 3. rectificar 4. sumiso/a estudiante 2 Cuál es la palabra? Describe las siguientes palabras a tu compañero/a. Tu compañero/a debe tratar de adivinar cada palabra que tú describes. Usa expresiones como: es una cosa para es lo que es la persona que es la acción de es cuando modelo: (rebelarse) es la acción de oponerse a una autoridad 5. el poder 6. el malhumor 7. risueño/a 8. la tijera 9

10 Circumlocution (2 of 2) español 83 examen 1 nombre sección 1. Qué quiere decir la palabra? Tu amigo te pregunta el significado de unas palabras en español. Define cinco (5) de las siguientes palabras. No escribas más de dos oraciones por cada palabra. (10 puntos) el pasamontañas arrepentirse el acontecimiento el encuentro tutear desanimarse rectificar entristecerse la meta risueño/a enterarse indeciso/a la peluca arriesgarse sumiso/a

11 Discourse Markers (1 of 3) Discourse markers are linguistic devices used to organize and sequence a text oral or written. Can you identify the discourse markers used in this narration about the daily routine of a student at Marquette University? Underline the discourse markers in this narration. El estudiante típico se levanta a las 7:00 puesto que tiene clases temprano por la mañana. Después, el estudiante típico se ducha. No tiene mucho tiempo porque tiene clases a las 8:00. Por eso, no desayuna! Durante el día asiste a sus clases. Generalmente, el estudiante típico almuerza con amigos a la una de la tarde. Después, regresa a su residencia donde estudia por unas dos o tres horas. Luego, por la noche, sale con sus amigos 11

12 Discourse Markers (2 of 3) Secuencia de tiempo: primero segundo al principio al mismo tiempo después durante finalmente, al final entonces, luego mientras cuando de repente Resultado: por eso por lo tanto Contraste: al contrario en cambio por otro lado sin embargo pero Para añadir: además también Condición: puesto que tan pronto como ya que Conclusión: Así que En conclusión first second at first at the same time after during finally, in the end then while when suddenly therefore, for that reason therefore on the contrary on the other hand, instead on the other hand however but besides also since, given that as soon as since, given that So In conclusion Adapted from: Foerster, S.W., & Lambright, A. (2007). Punto y aparte. (3 rd ed.). New York: McGraw-Hill. 12

13 Discourse Markers (3 of 3) Step 1. Students are provided with strips of paper in an envelope. Each strip of paper contains one sentence from the text. Students combine the sentences in order to re-construct the text. The first group to re-construct the text is the winner. Note: Students are given one of two different versions of the text. The first version (version A) contains discourse markers. The second version (version B) does not contain discourse markers. Step 2. Students compare version A with version B. La araña (version A) Sentí algo en la mano. Por eso miré la mano y era una araña. Fui a decirle: Qué haces aquí? Pero la araña se me adelantó y me dijo: Qué haces aquí? Entonces fui a decirle: No quisiera molestarte, pero este es mi mundo, y debes irte Otra vez la araña se me adelantó y me dijo: No quisiera molestarte, pero este es mi mundo y tú debes irte. Comprendí que así era posible dialogar. Al final, le dejé la mano y me fui. La araña (version B) Sentí algo en la mano. Miré y era una araña. Fui a decirle: Qué haces aquí? La araña se me adelantó y me dijo: Qué haces aquí? Fui a decirle: No quisiera molestarte, pero este es mi mundo, y debes irte La araña se me adelantó y me dijo: No quisiera molestarte, pero este es mi mundo y tú debes irte. Comprendí que así era posible dialogar. Le dejé la mano y me fui. Adapted from: Anderson-Imbert, Enrique. (1961). El grimorio. Buenos Aires: Editorial Losada. Step 3. In La araña, an insect speaks with the narrator. In pairs, write a brief conversation between a person and a favorite insect or animal. Perform the conversation for the class. 13

14 Information Gap Activities Definition: One student has information that another student needs to obtain to complete a communicative act (task) Rationale: -- Obligates students to interact in the target language to accomplish a communicative task in a brief period of time -- Provides a meaningful context for language learning activities -- Permits students to learn how to ask for clarification, request information, and negotiate meaning for understanding, all within a meaningful context 14

15 Role of Teacher: -- Provides activities that are focused and specific, with specific and measurable outcomes, even including rubrics -- Supervises, monitors, and assumes role of checking for completion of activity (and thus makes students responsible for task objectives) Role of Student: -- Assumes role of participant -- Takes assignment and understands objective(s) -- Has materials for understanding and clues at hand -- Coaches/assists partner participant -- Completes task, rehearses if time -- Responds to teacher check for responsibility of task 15

16 Information Gap Activities Blueprint 1. Context 2. Communicative function(s) 3. Language structure(s) 4. Specific task(s) 5. Support aspects 6. Directions and models 7. Time limit 8. Comprehension check and proofing 9. Extension activities 16

17 Blueprint: Objective: Standards: 1. Context: Students use the subte to (1.1, 1.2, 5.1) explore Buenos Aires 2. Communicative Request information (1.1, 1.2) function(s): Give directions 3. Language Question formation (1.1, 1.2, 2.1) structure(s): Es necesario to express obligation 4. Specific task(s): Vamos a explorar Buenos (1.1, 1.2, 2.1) Aires en el subte. Tú y tus amigos están de vacaciones. Quieren ir a varios sitios de interés en Capital Federal. Tienes que preguntar a un argentino cómo ir 17

18 Blueprint: Objective: Standards: 5. Support aspects: Directions to the tourist: (1.1, 1.2, 4.1) In this activity you need to ask for directions to different subway stops. If you do not understand the directions, you can ask for clarification and/or repetition: Cómo? Qué? Repita, por favor. Directions to the Argentine: In this activity you need to assist a U.S. tourist with directions to different subway stops. To make sure he/she understands, you can use one of these phrases: Entiende? Está claro? Se ubica? 18

19 Blueprint: Objective: Standards: 6. Directions Use the model below to (1.1, 1.2) and models: help you answer. Ojo! Afterward, I will ask a group to re-enact the situation. Model: 7. Time limit: Five minutes. (Turista): Cómo voy desde Plaza Italia hasta Uruguay? (Argentino): Es necesario usar la D, dirección Catedral. Luego, es necesario tomar la combinación 9 de Julio, para la línea B, dirección Federico Lacroze. 8. Comprehension Teacher checks for understanding check & proofing: and completion of activity. 9. Extension activities: Vamos a ver Buenos Aires (1.1, 1.2) El cine (2.2, 4.2) Postal digital (5.1, 5.2) 19

20 Lee and VanPatten offer several tasks that language learners can complete as part of their interactions: Filling in a grid, chart, or table Writing a paragraph Making an oral report Answering questions Sharing information for comparative purposes Creating an outline Creating a list of questions Creating a survey Drawing something (picture, graph, diagram) Creating a photo montage 20

21 Step 1: Step 2: Buscando un apartamento en Buenos Aires Student 1: You are a participant on a study abroad program in Buenos Aires and need to look for an apartment. Your task is to call a real estate agent to find out information about different apartments. Ask your questions in complete sentences and fill in the chart. Student 2: You are a real estate agent in Buenos Aires. Your task is to answer a client s questions about different apartments. Consult the apartment ads and answer your client s questions in complete sentences. 1. Compare and contrast apartments [Worksheet]. 2. Choose apartment. 3. Explain reasons for your choice to your partner. 4. Share information with class. 21

22 Buscando un apartamento en Buenos Aires Directions for Student 1: --You are a participant on a study abroad program in Buenos Aires and need to look for an apartment. Your task is to call a real estate agent to find out information about different apartments. Ask your questions in complete sentences and fill in the chart. Alquiler ($) Ubicación Muebles (Sí/No) Aire acondicionado (Sí/No) Número de ambientes Número de baños Balcón (Sí/No) Metros cuadrados Datos adicionales Apartamento 1 Apartamento 2 22

23 Buscando un apartamento en Buenos Aires Directions for Student 2: --You are a real estate agent in Buenos Aires. Your task is to answer a client s questions about two different apartments. Consult the apartment ads and answer your client s questions in complete sentences. Apartment 1: Apartment 2: 23

24 Buscando un apartamento en Buenos Aires Some Additional Activities: -- Students create an apartment ad -- Use Internet to explore real estate ads Visit Click on Inmuebles. -- Listen to authentic apartment ads -- Compare and contrast apartments and houses in Argentina and the United States Adaptation from: Theisen, T. (1997). Exploring multiple intelligences: respecting the diversity of learning. In: R. DiDonato (Ed.), Building community through language learning. Lincolnwood, Illinois: National Textbook Company. 24

25 Apto. #1: Ubicación: Belgrano Descripción: Moderno departamento 38 mt2, totalmente amoblado,1 ambientes en Studio. Totalmente equipado Baño, Kitchenet, Cocina, Microondas, Cafetera, Balcón/Terraza, Servicio de Mucama, Compaq Presario Win XP con conexión a Internet en Banda Ancha FibraOptica, TV Color 30", Stereo, Caja de Seguridad Codificada, A/C con Calefacción, Servicio de Minibar. Servicios del Edificio: Portero y Seguridad 24 horas, Sauna, Gimnasio, Spa, Piscina Olímpica, Climatizada, Excelente Vista de la Ciudad. Apto. #2: Ubicación: Recoleta Descripción: Moderno departamento en contra frente de 2 ambientes con 50 m2 de superficie. Living/comedor con mesa y 4 sillas modernas. Cocina con lavadero equipada con refrigerador con freezer, horno microondas, cocina con horno y 4 hornallas, cafetera, licuadora y tostadora. Vajilla completa. Dormitorio con cama matrimonial, mesa de noche a ambos lados, placard y cortinado cubriendo la ventana. Baño completo. Todo el departamento posee pisos en madera y gran ventanal con balcón terraza y vista al pulmón de manzana que permite mucha luz a los ambientes. Cuenta con equipo de aire acondicionado y Tv. 25

26 Vamos a tomar el subte Directions for Student 1: -You are a participant in a study abroad program in Buenos Aires and you want to use the subte to visit different places in Capital Federal. Your task is to ask for directions. - Necesito ayuda! You can ask for clarification and/or repetition with one of these phrases: (1) Cómo? (2) Qué? (3) Repita, por favor. -Use the model below to help you answer. Be sure to complete the chart with the directions. Ojo! Afterward, I will ask a group to re-enact the situation. DO NOT LOOK AT THE MAP! Model: [Estudiante]: Cómo voy desde Plaza Italia hasta Uruguay? [Argentino]: Es necesario usar la D, dirección Catedral. Luego, es necesario tomar la combinación 9 de Julio, para la línea B, dirección Federico Lacroze. Preguntas 1. Cómo voy desde la estación Retiro hasta Río de Janeiro? 2. Cómo voy desde la estación Entre Ríos hasta Lavalle? 3. Cómo voy desde la estación Catedral hasta San Juan? Respuestas

27 Vamos a tomar el subte Directions for Student 2: -You are a native Argentine. A U.S. student will ask you for assistance with directions for the subte. Your task is to answer his/her questions. - Este turista! You can use one of these phrases to make sure the student comprehends the directions: (1) Entiende? (2) Está claro? (3) Se ubica? (4) Escríbalo! -Consult the subte map and the model to help you answer. Make sure your partner completes the chart as you provide the directions. Ojo! After each question, I will ask a group to reenact the situation. Model: [Estudiante]: Cómo voy desde Plaza Italia hasta Uruguay? [Argentino]: Es necesario usar la D, dirección Catedral. Luego, es necesario tomar la combinación 9 de Julio, para la línea B, dirección Federico Lacroze. Preguntas 1. Cómo voy desde la estación Retiro hasta Río de Janeiro? 2. Cómo voy desde la estación Entre Ríos hasta Lavalle? 3. Cómo voy desde la estación Catedral hasta San Juan? Respuestas

28 28

29 29

30 Interview (1 of 2) Paso 1. Pídele a un hablante nativo del español que describa brevemente: el día más feliz/ triste / emocionante / importante / memorable de su vida. Graba la narración. Paso 2. Transcribe la narración. Subraya todas las formas del pretérito y del imperfecto. Explica por qué el hablante usó el pretérito o el imperfecto. Estudiante transcribe: El día más emocionante de mi vida fue cuando gané una beca para estudiar aquí en la universidad. Pues, me acuerdo que estaba en casa cuando recibí la llamada Estudiante escribe: El hablante usó fue (pretérito) porque se refiere a una situación acabada. Gané (pretérito) también se refiere a una acción acabada. El hablante ganó el premio una vez. El hablante usó estaba (imperfecto) porque es descripción en el pasado. Recibí (pretérito) porque es una acción acabada o completa. El hablante recibió la llamada una vez. Paso 3. Subraya todas las palabras de transición, como primero, pues, entonces, después, etc. Paso 4. Completa el cuadro con las palabras de transición que subrayaste en paso 3. Ojo! Debes decidir si cada transición representa secuencia de tiempo, resultado, contraste, etc. Secuencia de tiempo Resultado Contraste Para añadir Condición Conclusión Paso 5. En parejas, describan el día más feliz, triste, emocionante, importante o memorable de su vida. Usen verbos en el pretérito y en el imperfecto al elaborar la narración. Deben utilizar también palabras de transición. Source: Adapted from Lunn & DeCesaris, 1992, p

31 Interview (2 of 2) Étape 1. Demandez à un Francophone de vous décrire brièvement : la journée la plus heureuse/triste/émotionnelle/mémorable de sa vie. Enregistrez la narration. Étape 2. Transcrivez la narration. Soulignez toutes les formes au passé et à l imparfait. Expliquez pourquoi le passé et l imparfait ont été utilisés. L étudiant transcrit : La journée la plus heureuse de ma vie a été quand j ai gagné une bourse pour étudier ici à l université. Je me souviens que j étais à la maison quand j ai reçu l appel L étudiant écrit : le narrateur a utilisé a été (le passé composé) parce qu il fait référence à une situation terminée. Pour l emploi de j ai gagné (le passé composé), il se réfère a un fait qui s est produit une seule fois. Le narrateur a employé j étais (imparfait), car il s agit d une description du passé. j ai reçu (passé) car cette action est achevée ou complète. Le narrateur a reçu l'appel une seule fois. Étape 3. Soulignez tous les mots de transition, tel que «premièrement», «parce que», «alors», «puis» et ainsi de suite. Étape 4. Complétez le tableau avec les mots de transition soulignés à l'étape 3. Attention, vous devez décider si chaque transition représente «séquence de temps», «résultat», «contraste», et ainsi de suite. Séquence de temps Résultat Contraste Pour ajouter Condition Conclusion Étape 5. En paires, décrivez le jour le plus heureux, triste, passionnant, important ou mémorable de votre vie. Utilisez des verbes au passé composé et à l'imparfait en élaborant l'histoire. Vous devez aussi utiliser des mots de transition. 31

32 Narration in the Past (1-A of 4) Student 1 Paso 1. Your partner has a series of pictures. You have the five missing pictures that your partner needs to complete the story. Together describe your pictures in order to tell the story. When you finish, give the story a title. Use expressions such as: El hombre salió a correr (Él) estaba corriendo y de repente Mientras él corría You begin: Un señor estaba en el cuarto de baño Source: Adapted from Garner, Rusch, & Domínguez,

33 Narration in the Past (1-B of 4) Student 2 Paso 1. Your partner has a series of pictures. You have the four missing pictures that your partner needs to complete the story. Together describe your pictures in order to tell the story. When you finish, give the story a title. Use expressions such as: El hombre salió a correr (Él) estaba corriendo y de repente Mientras él corría Your partner will begin. Source: Adapted from Garner, Rusch, & Domínguez,

34 Narration in the Past (2 of 4) Paso 2. Qué le pasó a Juan? Your friend Marina has just sent you an in which she describes an experience she had at the gym. This reminds you of an incident that happened to your friend Juan last week when he decided that he needed to lose weight. Based on the story shown in the pictures, write an to Marina in which you recount for her what happened to Juan. Be sure to underline: (1) verbs in the preterite and imperfect and (2) discourse markers. You should write about ten (10) sentences. Para: De: Re: Hola Marina! Sample response: No te preocupes! Esas cosas pasan. Mi amigo Juan tuvo una experiencia similar. Un día Juan estaba leyendo un libro en el cuarto de baño. El libro se llamaba Pierda Peso. El subió la balanza en su baño para ver cuánto pesaba. Pesaba 100 kilos! Por eso decidió salir a correr. Al principio todo estaba bien. Más tarde Juan estaba corriendo por la calle cuando de repente vio a una amiga. Estaba hablando con su amiga cuando se cayó en un pozo. Qué mala suerte! Juan era muy dedicado todavía. Por eso decidió seguir corriendo. Estaba corriendo por la calle otra vez cuando un carro pasó. El carro tiró agua encima de Juan. El dijo basta! Entonces, decidió volver a casa. Corría a casa cuando un perro lo atacó. Al final, después de un día difícil, Juan llegó a casa. Estaba enfermo. El tiró el libro en la basura puesto que no perdió nada de peso. Pobre Juan! 34

35 Narrateur dans le passé (3-A de 4) Étudiant 1 Étape 1. Your partner has a set of pictures. You have the five missing pictures that your partner needs to complete the story. You and your partner will need to describe your pictures in order to tell the story. Decide on a title for the story after you finish. Use expressions such as: Le téléphone a sonné Pendant que le lion est passé par le ATM Le circus est venu... You begin. À dix heures dix... 35

36 Narrateur dans le passé (3-B de 4) Étudiant 2 Étape 2. Your partner has a set of pictures. You have the four missing pictures that your partner needs to complete the story. You and your partner will need to describe your pictures in order to tell the story. Decide on a title for the story after you finish. Use expressions such as: Le téléphone a sonné Pendant que le lion est passé par le ATM Le circus est venu... Your partner will begin. 36

37 Narrateur dans le passé (4 de 4) Étape 2. Qu'est-il arrivé à Jean? Votre ami, Marie, vous a juste envoyé un dans lequel elle décrit une expérience qu'elle a eu à la salle de gym. Cela vous rappelle un incident qui s'est produit à votre ami Jean la semaine dernière quand il a décidé de perdre du poids. Sur la base de l'histoire montrée par les images, écrivez un à Marie ou vous lui racontez ce qui est arrivé à Jean. Soyez sure de souligner: (1) les verbes au passé composé et à l'imparfait (2) les mots de liaison. Vous devriez écrire approximativement dix (10) phrases. De: Á: Re: Salut, Marie! Exemple de réponse: Ne vous inquiétez pas! Ces choses arrivent. Mon ami Jean a eu une expérience semblable. Un jour, Jean était en train de lire un livre dans la salle de bain. Le livre s appelait Perdre du Poids. Il est monté sur la balance dans sa salle de bain pour voir combien il pesait. Il pesait 100 kilos! Il a décidé d aller courir. Au début tout allait bien. Plus tard, Jean était en train de courir dans la rue lorsque soudain, il a vu une amie. Il parlait avec son amie quand il est tombé dans un puit. Quelle chance! Jean a été très dévoué jusqu'à maintenant. C'est la raison pour laquelle il a décidé de continuer à courir. Une autre fois, il courrait dans la rue quand une voiture passait. La voiture a jeté l'eau sur Jean. Il a dit «assez!» Alors, il a décidé de revenir à la maison. Il courait la maison quand un chien l a attaqué. Enfin, après une journée dure, Jean arriva à la maison. Il était malade. Il a jeté le livre à la poubelle car il n a perdu aucun poids. Pauvre Jean! 37

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

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

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

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

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

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

Lesson 6. Joke of the week

Lesson 6. Joke of the week Lesson 6 Joke of the week El doctor llama por teléfono a su paciente: Verá, tengo una noticia buena y otra mala. Bueno... dígame primero la buena. Los resultados del análisis indican que le quedan 24 horas

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

Notes for teachers: Length of podcast: 14:38

Notes for teachers: Length of podcast: 14:38 : Technology Enhanced Elementary Spanish Program Lesson Plan: # 55 Story: # 2 Level 5 Objective(s) & Progress Indicator(s): 1a: Express simple descriptions 1b: Answer simple questions 1d: Identify visual

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

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

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

Level 2 Spanish, 2008

Level 2 Spanish, 2008 90429 2 904290 For Supervisor s Level 2 Spanish, 2008 90429 Read and understand written language in Spanish in less familiar contexts Credits: Six 2.00 pm Tuesday 2 December 2008 Check that the National

Más detalles

La rutina de Elena: Cada día, corre a las seis. Luego, cocina el desayuno. Después, lee su libro favorito. Finalmente, ve la tele durante dos horas.

La rutina de Elena: Cada día, corre a las seis. Luego, cocina el desayuno. Después, lee su libro favorito. Finalmente, ve la tele durante dos horas. Ashley Kracke Lesson Plan Third Person Singular Present Tense Verbs Objectives: Students will recognize and use, both orally and in writing, third person singular present tense verbs. narrate, in writing,

Más detalles

Quiero comer comida china I want to eat Chinese food Me gusta bailar I like to dance

Quiero comer comida china I want to eat Chinese food Me gusta bailar I like to dance In Spanish, many useful expressions are formed by combining two verbs. When this occurs, the first verb is conjugated, while the second verb remains in the infinitive form. Quiero comer comida china I

Más detalles

Keep reading, for a list of required elements and questions to inspire you!

Keep reading, for a list of required elements and questions to inspire you! You will write at least TEN sentences describing a typical week in the life of a BCC student YOU! -- based on the three Encuestas (surveys) you conducted with your classmates: If you can t think of what

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

TEACHER TOOLS: Teaching Kids Spanish Vocabulary. An Activity in 4 Steps

TEACHER TOOLS: Teaching Kids Spanish Vocabulary. An Activity in 4 Steps TEACHER TOOLS: Teaching Kids Spanish Vocabulary An Activity in 4 Steps Teaching Kids Spanish Vocabulary Lesson for Spanish Teachers Learning new vocabulary words in Spanish is an important element in the

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

Living in America Teacher Resource Series Lesson Script. Lección A: Habilidades Telefónicas / Lesson A: Telephone Skills

Living in America Teacher Resource Series Lesson Script. Lección A: Habilidades Telefónicas / Lesson A: Telephone Skills Living in America Teacher Resource Series Lesson Script Uso del Teléfono / Using the Phone Lección A: Habilidades Telefónicas / Lesson A: Telephone Skills En la lección A, practicarás el uso del teléfono

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

Entrevista: el medio ambiente. A la caza de vocabulario: come se dice en español?

Entrevista: el medio ambiente. A la caza de vocabulario: come se dice en español? A la caza de vocabulario: come se dice en español? Entrevista: el medio ambiente 1. There are a lot of factories 2. The destruction of the ozone layer 3. In our city there is a lot of rubbish 4. Endangered

Más detalles

LA RUTINA DIARIA & LOS VERBOS REFLEXIVOS

LA RUTINA DIARIA & LOS VERBOS REFLEXIVOS WHAT IS A REFLEXIVE VERB? LA RUTINA DIARIA & LOS VERBOS REFLEXIVOS Reflexive verbs are verbs that. The person the action also the action. HOW DO YOU KNOW WHEN THE VERB IS REFLEXIVE? When the letters are

Más detalles

IRS DATA RETRIEVAL NOTIFICATION DEPENDENT STUDENT ESTIMATOR

IRS DATA RETRIEVAL NOTIFICATION DEPENDENT STUDENT ESTIMATOR IRS DATA RETRIEVAL NOTIFICATION DEPENDENT STUDENT ESTIMATOR Subject: Important Updates Needed for Your FAFSA Dear [Applicant], When you completed your 2012-2013 Free Application for Federal Student Aid

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

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

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

Creating your Single Sign-On Account for the PowerSchool Parent Portal

Creating your Single Sign-On Account for the PowerSchool Parent Portal Creating your Single Sign-On Account for the PowerSchool Parent Portal Welcome to the Parent Single Sign-On. What does that mean? Parent Single Sign-On offers a number of benefits, including access to

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

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

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

The Home Language Survey (HLS) and Identification of Students

The Home Language Survey (HLS) and Identification of Students The Home Language Survey (HLS) and Identification of Students The Home Language Survey (HLS) is the document used to determine a student that speaks a language other than English. Identification of a language

Más detalles

1) Yo/ asistir. 2) Yo / ser. 3) Yo / tener. 4) Yo / lograr. 5) Yo / trabajar. Some questions to consider: Future Tense:

1) Yo/ asistir. 2) Yo / ser. 3) Yo / tener. 4) Yo / lograr. 5) Yo / trabajar. Some questions to consider: Future Tense: Nombre: Clase: Fecha: REPASO (Examen Final ESCRIBIR) TASK 1: Felicidades! You have been accepted into the university of your dreams! Tomorrow, you will have to meet with an admissions officer. Before your

Más detalles

What do you like to eat for breakfast and lunch? Fill in the chart with that information.

What do you like to eat for breakfast and lunch? Fill in the chart with that information. VIDEO Antes de ver el video Actividad 1 What do you like to eat for breakfast and lunch? Fill in the chart with that information. Desayuno Almuerzo Comprendes? Actividad 2 Think about the foods Rosa believes

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

Cómo comprar en la tienda en línea de UDP y cómo inscribirse a los módulos UDP

Cómo comprar en la tienda en línea de UDP y cómo inscribirse a los módulos UDP Cómo comprar en la tienda en línea de UDP y cómo inscribirse a los módulos UDP Sistema de registro y pago Este sistema está dividido en dos etapas diferentes*. Por favor, haga clic en la liga de la etapa

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

Centro Oficial de Trinity College London Desde 1989 el Instituto Dickens representa a Trinity College London en el Uruguay.

Centro Oficial de Trinity College London Desde 1989 el Instituto Dickens representa a Trinity College London en el Uruguay. Dickens Institute Centro Oficial de Trinity College London Desde 1989 el Instituto Dickens representa a Trinity College London en el Uruguay. Este centro de Exámenes Internacionales, reconocido en más

Más detalles

KEY ENGLISH TEST (K.E.T.)

KEY ENGLISH TEST (K.E.T.) KEY ENGLISH TEST (K.E.T.) El examen KET for Schools corresponde al primer examen que rinden nuestros alumnos de Sexto Básico, de la serie denominada Cambridge Main Suite, la cual incluye posteriormente

Más detalles

SEMINAR 3: COMPOSITION

SEMINAR 3: COMPOSITION SEMINAR 3: FORMAL LETTER COMPOSITION 1 Lengua C I (Inglés) Código 00EM Imagine you were selected as an Erasmus student and you wanted to write to your host university to ask them for information about

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

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

Knowing Where You Live

Knowing Where You Live Knowing Where You Live Learning Objective: 1) Student will be able to communicate their physical address and farm name in English 2) Student will understand the difference between a physical address and

Más detalles

TEESP: Technology Enhanced Elementary Spanish Program Lesson Planner. Title: Qué pasa con su corazón?

TEESP: Technology Enhanced Elementary Spanish Program Lesson Planner. Title: Qué pasa con su corazón? : Technology Enhanced Elementary Spanish Program Lesson Plan #: 60 Story #: 2 Level 6 Resources used: Title: Qué pasa con su corazón? Pages/URL/etc.: Cuéntame! Pages 167-174 Objective(s) & Progress Indicator(s):

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

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

Spanish 3V: Winter 2014

Spanish 3V: Winter 2014 Spanish 3V: Winter 2014 Elementary Spanish 3 in online format: https://login.uconline.edu/ Robert Blake, rjblake@ucdavis.edu; Rebecca Conley, mconley@ucdavis.edu Description: Spanish 3V is the second of

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

Español. Learn a language your way! Lesson #7 - Pero tienes que tomar las decisiones responsablemente. PDF - Beginner Plus

Español. Learn a language your way! Lesson #7 - Pero tienes que tomar las decisiones responsablemente. PDF - Beginner Plus Learn a language your way! PDF - Beginner Plus Lesson #7 - Pero tienes que tomar las decisiones responsablemente www.cactuslanguagetraining.com/hola Lesson Conversation: Escucha la conversación, primero

Más detalles

WRITING ASSIGNMENT. Express ideas and real life situations in written form taking into account the contents from level A1.

WRITING ASSIGNMENT. Express ideas and real life situations in written form taking into account the contents from level A1. WRITING ASSIGNMENT General Objetive Express ideas and real life situations in written form taking into account the contents from level A1. Specific objetives: Make a sketch or outline chart to present

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

AP Spanish Literature Summer Work

AP Spanish Literature Summer Work 26 de mayo, Bienvenido/a a AP Español Literatura! Felicitaciones! Tú has sido aceptado/a en el programa de AP Español - Literatura. Estoy segura de que habrá muchas preguntas. Puedes enviarme cualquier

Más detalles

DUAL IMMERSION PROGRAM INFORMATION PRESCHOOL PRESENTATION SEPTEMBER 10, 2014 6:30 P.M.

DUAL IMMERSION PROGRAM INFORMATION PRESCHOOL PRESENTATION SEPTEMBER 10, 2014 6:30 P.M. DUAL IMMERSION PROGRAM INFORMATION PRESCHOOL PRESENTATION SEPTEMBER 10, 2014 6:30 P.M. Presented by Dr. Norma R. Delgado, Director of Curriculum & Instruction 1 The United States Government has identified

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

Antes de ver el video

Antes de ver el video VIDEO Antes de ver el video Actividad 1 In the second column, write the title of a movie or a television program that is associated with the category in the first column. The first one is done for you.

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

Lesson Plan Qué te gusta hacer en tu tiempo libre?

Lesson Plan Qué te gusta hacer en tu tiempo libre? Lesson Plan Qué te gusta hacer en tu tiempo libre? Language : Spanish Standards: Communication Cultures Connections Comparisons Communities 1.1 1.2 1.3 2.1 2.2 3.1 3.2 4.1 4.2 5.1 5.2 Communication: Cultures:

Más detalles

Art Studio. Did you know...?

Art Studio. Did you know...? Art Studio Did you know...? Did you know...? In our Art Studio, we encourage children to use the materials in any way they wish. We provide ideas that they may use to begin work but do not expect copies

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

A cenar! 58 A primera vista Vocabulario y gramática en contexto

A cenar! 58 A primera vista Vocabulario y gramática en contexto Fecha Practice Workbook 3B 1 A cenar! A. You are having a party, and you need to make a shopping list. Write at least three items that you might want to buy under each category. You may use vocabulary

Más detalles

Unidad 1 Lección 1 8th Grade

Unidad 1 Lección 1 8th Grade Unidad 1 Lección 1 8th Grade Nombre: Presentación de vocabulario- Unidad 1 Qué te gusta hacer? ( ) Qué significa? Me gusta No me gusta What does the following sentence mean in English? Me gusta escuchar

Más detalles

Español. Learn a language your way! Lesson #6 - No tengo tiempo para ninguna otra cosa. PDF - Beginner Plus. www.cactuslanguagetraining.

Español. Learn a language your way! Lesson #6 - No tengo tiempo para ninguna otra cosa. PDF - Beginner Plus. www.cactuslanguagetraining. Learn a language your way! PDF - Beginner Plus Lesson #6 - No tengo tiempo para ninguna otra cosa www.cactuslanguagetraining.com/hola Lesson Conversation: Escucha la conversación, primero a una velocidad

Más detalles

Study Packet for the Regents Exam (5 pages)

Study Packet for the Regents Exam (5 pages) Study Packet for the Regents Exam (5 pages) Listening Comprehension (There are 15 questions @ 2 points) Memorize these words! They appear frecuently. la beca ofrecer gratis, gratuito ofrecido el barrio

Más detalles

Spanish Advanced Unit 4: Research, Understanding and Written Response

Spanish Advanced Unit 4: Research, Understanding and Written Response Write your name here Surname Other names Edexcel GCE Centre Number Candidate Number Spanish Advanced Unit 4: Research, Understanding and Written Response Tuesday 12 June 2012 Afternoon Time: 2 hours 30

Más detalles

Test. 1. Sergio es alto y pelirrojo. 2. El chico de Chile se llama Raúl Ortiz. 3. Luci no conoce a Raúl.

Test. 1. Sergio es alto y pelirrojo. 2. El chico de Chile se llama Raúl Ortiz. 3. Luci no conoce a Raúl. Test Escuchar Luci and Marta are outside their school talking. Read the sentences about their conversation and decide if they are true or false. Select the letter T if the statement is true (cierto) or

Más detalles

Puede pagar facturas y gastos periódicos como el alquiler, el gas, la electricidad, el agua y el teléfono y también otros gastos del hogar.

Puede pagar facturas y gastos periódicos como el alquiler, el gas, la electricidad, el agua y el teléfono y también otros gastos del hogar. SPANISH Centrepay Qué es Centrepay? Centrepay es la manera sencilla de pagar sus facturas y gastos. Centrepay es un servicio de pago de facturas voluntario y gratuito para clientes de Centrelink. Utilice

Más detalles

Connection from School to Home Science Grade 5 Unit 1 Living Systems

Connection from School to Home Science Grade 5 Unit 1 Living Systems Connection from School to Home Science Grade 5 Unit 1 Living Systems Here is an activity to help your child understand human body systems. Here is what you do: 1. Look at the pictures of the systems that

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

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

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

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

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

TEXAS STATE TEACHERS ASSOCIATION

TEXAS STATE TEACHERS ASSOCIATION TEXAS STATE TEACHERS ASSOCIATION You have more to offer your child than you think. Thanks to your hard work and sacrifice, your child is enrolled in a Texas public school a learning environment that can

Más detalles

Tres componentes importantes del programa Título I El propósito del Título I es de asegurar que todos los estudiantes tengan la oportunidad de

Tres componentes importantes del programa Título I El propósito del Título I es de asegurar que todos los estudiantes tengan la oportunidad de Qué es Titulo I? El programa Título I para la Educación Primaria y Secundaria es el programa educacional más grande que recibe fondos federales El gobierno federal proporciona asistencia financiera a las

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

General Certificate of Education Advanced Level Examination June 2013

General Certificate of Education Advanced Level Examination June 2013 General Certificate of Education Advanced Level Examination June 2013 Spanish Unit 4 Speaking Test Candidate s Material To be conducted by the teacher examiner between 7 March and 15 May 2013 (SPA4T) To

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

Final Project (academic investigation)

Final Project (academic investigation) Final Project (academic investigation) MÁSTER UNIVERSITARIO EN BANCA Y FINANZAS (Finance & Banking) Universidad de Alcalá Curso Académico 2015/16 GUÍA DOCENTE Nombre de la asignatura: Final Project (academic

Más detalles

Make a list of five things that can affect the environment or the Earth in general. One has been done for you. guerra

Make a list of five things that can affect the environment or the Earth in general. One has been done for you. guerra VIDEO Antes de ver el video Actividad 1 Make a list of five things that can affect the environment or the Earth in general. One has been done for you. 1. guerra 2. 3. 4. 5. Comprendes? Actividad 2 Answer

Más detalles

La Universidad university studies

La Universidad university studies Karina y la universidad La Universidad university studies 1. Antes de escuchar Haz el cuestionario y comenta tus respuestas con los compañeros. Atención: no hay una respuesta correcta, son tus opiniones

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

Las Cláusulas con Si

Las Cláusulas con Si Las Cláusulas con Si "Si clauses". This is a topic that often confuses American students, but it is ironically the one instance in English in which the subjunctive mood is used; so you would think that

Más detalles

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

Screener for Peer Supporters

Screener for Peer Supporters Screener for Peer Supporters Primary Recruiter: Secondary Recruiter: Potential Peer Supporter Name: Phone #1: Home/Cell Phone #2: Home/Cell Address: City: Zip: Contact 1: Date: / / Contact 2: Date: / /

Más detalles

The Past Participle and the Present Perfect Indicative (El participio pasado y el presente perfecto de indicativo)

The Past Participle and the Present Perfect Indicative (El participio pasado y el presente perfecto de indicativo) The Past Participle and the Present Perfect Indicative (El participio pasado y el presente perfecto de indicativo) He limpiado el virus de su computadora y he instalado un programa antivirus. How the past

Más detalles

Descripciones de los cursos de español programados para el semestre de Primavera 2014

Descripciones de los cursos de español programados para el semestre de Primavera 2014 Universidad de las Américas Puebla Departamento de Lenguas Español como lengua extranjera (EPE) Descripciones de los cursos de español programados para el semestre de Primavera 2014 MCERL (Marco común

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

School Preference through the Infinite Campus Parent Portal

School Preference through the Infinite Campus Parent Portal School Preference through the Infinite Campus Parent Portal Welcome New and Returning Families! Enrollment for new families or families returning to RUSD after being gone longer than one year is easy.

Más detalles

TOUCH MATH. Students will only use Touch Math on math facts that are not memorized.

TOUCH MATH. Students will only use Touch Math on math facts that are not memorized. TOUCH MATH What is it and why is my child learning this? Memorizing math facts is an important skill for students to learn. Some students have difficulty memorizing these facts, even though they are doing

Más detalles

Desayuno o almuerzo? Segment VHS DVD. A primera vista El desayuno con vocabulario sin vocabulario

Desayuno o almuerzo? Segment VHS DVD. A primera vista El desayuno con vocabulario sin vocabulario Desayuno o almuerzo? Segment VHS DVD A primera vista con vocabulario sin vocabulario Cassette 2 Disc 1 Disc 1 GramActiva Present tense of -er and -ir verbs Me gustan, me encantan Cassette 2 Disc 1 Disc

Más detalles

Module Title: SPANISH 2.2

Module Title: SPANISH 2.2 CORK INSTITUTE OF TECHNOLOGY INSTITIÚID TEICNEOLAÍOCHTA CHORCAÍ Semester 2 Examinations 2012 Module Title: SPANISH 2.2 Module Code: LANG 6030 School: Programme Title: Programme Code: School of Business

Más detalles

EXAMEN DEL CAPÍTULO, 8A

EXAMEN DEL CAPÍTULO, 8A Examen 8A, Page 1 EXAMEN DEL CAPÍTULO, 8A PARTE I: Vocabulario y gramática en uso A. ( / puntos) Circle the word or expression that best completes each sentence. The first one is done for you. 1. En la

Más detalles

Other verbs that have irregular stems in the future tense are: A. Look at each sentence and write the infinitive form of the underlined verb.

Other verbs that have irregular stems in the future tense are: A. Look at each sentence and write the infinitive form of the underlined verb. Fecha Guided Vocabulary Practice Activities Check, Sheet 9B-1 1 The future tense: other irregular verbs (p. 484) Other verbs that have irregular stems in the future tense are: decir dir- salir saldrponer

Más detalles

General Certificate of Education Advanced Subsidiary Examination June 2014

General Certificate of Education Advanced Subsidiary Examination June 2014 General Certificate of Education Advanced Subsidiary Examination June 2014 Spanish SPA2T/SPA2V Unit 2 Speaking Test Examiner s Material To be conducted by the teacher examiner between 7 March and 15 May

Más detalles

EMPLOYER & EMPLOYEE RETIREMENT PLAN TAX CREDITS

EMPLOYER & EMPLOYEE RETIREMENT PLAN TAX CREDITS EMPLOYER & EMPLOYEE RETIREMENT PLAN TAX CREDITS For employers who set up and maintain retirement plans, the setup costs, annual administrative costs, and retirement-related employee education costs are

Más detalles

Versión: 01. Fecha: 01/04/2013. Código: F004-P006-GFPI GUÍA DE APRENDIZAJE Nº 1.2 1. IDENTIFICACIÓN DE LA GUIA DE APRENDIZAJE

Versión: 01. Fecha: 01/04/2013. Código: F004-P006-GFPI GUÍA DE APRENDIZAJE Nº 1.2 1. IDENTIFICACIÓN DE LA GUIA DE APRENDIZAJE SERVICIO NACIONAL DE APRENDIZAJE SENA GUÍA DE APRENDIZAJE SISTEMA INTEGRADO DE GESTIÓN Proceso Gestión de la Formación Profesional Integral Procedimiento Ejecución de la Formación Profesional Integral

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

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

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