Spanish, Level III, Second Semester - mhs.magnoliaisd.orgmhs.magnoliaisd.org/ourpages/auto/2014/8/24/55067715/CBE span3b_v3... · are developed by state-certified instructors to comply

Spanish, Level III, Second Semester Course Author

Jacquelin Cain Montoya Your grader may be different from the author.

SPAN 3B features: • 1/2 unit credit • 8 graded lessons each containing Introduction, Lesson

Objectives, How to Proceed, Discussion, Practice Exercises, and Lesson Assignment

• 1 final examination • 1 textbook • 1 textbook, 1 workbook, and the set of 6 audio CDs • student must have access to a computer with a CD-ROM

drive, an audiocassette player/recorder (if preferred), and 4 recordable cassettes or compact discs with a 30-minute capacity each; see specific options in Course Introduction

• Prerequisites: Spanish, Levels I and II, and SPAN 3A • All lesson assignments must be submitted via U.S. Postal

Service, UPS, or FedEx only .

SPAN 3B v.3.0

Published by Texas Tech University Independent School District Box 42191 Lubbock, TX 79409-2191

Texas Tech University Independent School District (TTUISD) K-12 courses are developed by state-certified instructors to comply with the Texas Essential Knowledge

and Skills (TEKS), Title 19 TAC Part II, Chapters 110-128, as administered by the Texas Education Agency (TEA). Students are encouraged to visit http://www.tea.state.tx.us/teks/ to

review the TEKS used by these state-certified instructors to develop TTUISD K-12 courses.

TTUISD Course Development Instructional Designer: Jacquelin Cain Montoya

Copyright © 2007 by the Board of Regents acting for and on behalf of

Texas Tech University, Lubbock, Texas 79409. All rights reserved.

TABLE OF CONTENTS

Introduction to

SPAN 3B: Spanish, Level III, Second Semester ..................................................................... v

Course Lessons

Lesson One: Capítulo 5: México—Lecciónes 1 y 2 ....................................................... 1

Lesson Two: Capítulo 5: México—Lección 3 y Literatura ....................................... 17

Lesson Three: Capítulo 6: El Caribe: Cuba, Puerto Rico, la República

Dominicana—Lecciónes 1 y 2 ................................................................... 35

Lesson Four: Capítulo 6: El Caribe: Cuba, Puerto Rico, la República

Dominicana—Lección 3 y Literatura ..................................................... 49

Lesson Five: Capítulo 7: Venezuela y Colombia—Lecciónes 1 y 2 ....................... 65

Lesson Six: Capítulo 7: Venezuela y Colombia—Lección 3 y Literatura ......... 81

Lesson Seven: Capítulo 8: Estados Unidos—Lecciónes 1 y 2 ..................................... 97

Lesson Eight: Capítulo 8: Estados Unidos—Lección 3 y Literatura .................... 111

Final Examination Directions ............................................................................................... 125

Appendices

Appendix A: Spanish Verb Forms .................................................................................. 137

Appendix B: Grading Rubric for Oral Compositions ............................................. 139

Appendix C: Grading Rubric for Written Assignments .......................................... 141

Appendix D: Practice Exercise Answer Keys ............................................................... 143

SPAN 3B, v.3.0 Introduction • v

Spanish, Level III, Second Semester

panish 3B is the second semester of Spanish Level III, an advanced course designed for students who have completed Spanish Levels I

and II and the first semester of Spanish 3 (SPAN 3A). As in Spanish 3A, instruction in this course continuously reviews the basic concepts of grammar and vocabulary taught in earlier levels and extends these concepts to a more complex level of communication. Continued development of the language skills of listening, speaking, reading, and writing, along with deepening knowledge of the culture and literature of Spanish-speaking peoples, are the goals of this course.

You will progress through thematic units embracing the culture, geography, history, and literature of different areas of the Spanish-speaking world. These units are designed to help you develop a broadening range of vocabulary and grammatical structures that support communication at the advanced level. When you have successfully completed Spanish 3B, you will be able to converse, read, and write in basic, grammatically correct Spanish about the themes you encounter.

After completing this course, you will be able to:

• discuss topics relating to the geography, history, culture, and literature of the following Spanish-speaking areas:

— Mexico;

— the Spanish-speaking nations of the Caribbean Islands;

— Venezuela and Colombia;

— the United States;

S

Course Objectives

Texas Tech University

vi • Introduction SPAN 3B, v.3.0

• identify and describe the country of origin, time period, genre, themes, and major concepts in the literature of these Hispanic poets and authors:

— Amado Nervo;

— Nicolás Guillén;

— José Martí;

— José Asunción Silva;

— Jose Hierro;

— Ángela de Hoyos;

— Laura Esquivel;

— Manuel del Toro;

— Gabriel García Márquez;

— Sandra Cisneros;

• use progressive tenses to express ongoing actions;

• use direct and indirect object pronouns with verbs, including command forms of verbs;

• use pluperfect, conditional perfect, and future perfect verbs to describe actions completed prior to other actions and to express what you would have done and will have done;

• use por and para correctly;

• conjugate and use -uir verbs in the present and past tenses;

• use passive voice verbs with se ;

• express duration of time with hace and hacía ;

• identify and compare the following cultural, political, geographical, and economic concepts of Hispanic cultures:

— windsurfing in Mexico;

— educational programs in the Dominican Republic;

— teachers;

— growth of the Hispanic population in the United States.

Independent School District

SPAN 3B, v.3.0 Introduction • vii

Woodford, Protase E., and Conrad J. Schmitt (2005 Texas Edition). Glencoe Spanish 3 ¡Buen viaje! New York: The McGraw-Hill Companies. ISBN 0078663652

Woodford, Protase E., and Conrad J. Schmitt (2005). Glencoe Spanish 3 ¡Buen viaje! Workbook and Audio Activities (does not include audio CD). New York: The McGraw-Hill Companies. ISBN 0078619920

Audioprogram CDs to accompany Glencoe Spanish 3 ¡Buen viaje!

Required equipment: CD player, an audiocassette recorder or a device capable of recording your voice to a CD, and 4 recordable cassettes or compact discs with a 30-minute capacity each.

Tapes or CDs that you mail to TTUISD as part of your lesson assignments will not be returned to you.

Your textbook, ¡Buen viaje!, presents instructional material in eight chapters (capítulos), each of which includes three lessons and a literature section. Spanish 3B will use material from Chapters 5-8 of the textbook. You will refer to the course guide for specific instructions regarding which parts of each lesson you will need to study, practice, and master, and which assignments you will need to turn in for grading.

If you completed Spanish 3A with Texas Tech University Independent School District, you already know how the material is organized and presented in the textbook. If you are not familiar with the textbook, take a few moments to look through the textbook before you begin your lessons. You will see that each chapter is laid out in the same manner, as follows:

• The first section of each chapter begins with a presentation of vocabulary pertinent to the lesson, which is a series of short readings relating to the culture, history, and geography of one Spanish-speaking area of the world. Most chapters have a section called “Visitas históricas,” in which you will have the opportunity to learn about important historical places in the region, and a section called “Comida,” which, of course, teaches about the regional or ethnic foods of the area being studied. Following these readings in each chapter is a review of an important grammar/linguistic concept and assessment activities.

Textbook and Materials

About the Textbook


viii • Introduction SPAN 3B, v.3.0

• The second section of each chapter is designed to provide oral practice. Vocabulary and conversations pertaining to a specific theme, such as travel or shopping, are presented, followed by opportunities to create original conversations and more oral practice. There is also another review of an important grammar/linguistic concept included at the end of this section.

• The third section provides further reading practice, with the presentation of vocabulary followed by newspaper articles relating to a specific theme. At the end of the section, you will find the presentation/review of an advanced grammar/linguistic concept.

• The literature section for each lesson is found in the back of the textbook in a section titled “Literary Companion”; for SPAN 3B, the literature study begins on page 464. For each chapter in the textbook there are works by poets and authors from each of the geographic regions presented in that chapter.

Also, as you look through the textbook, notice the “Handbook” at the back. There you will find verb charts, Spanish-English and English-Spanish glossaries, and the index. You will be referring to these as you proceed through the lessons.

You will use a set of CDs in conjunction with the material presented in the textbook and in the course guide. Be sure to use these audio materials when indicated in the instructions. Use them often and over and over. They will be your source for developing listening skills and pronunciation and intonation. Learning a second language is like learning to play a musical instrument or a sport. Of course, when learning an instrument, you have to learn the notes and how to read the music, but you can’t really make music without lots of practice, and the more you practice, the better you play. In a sport, you have to learn the rules and look at plays, but, again, you can’t really get good at a sport without lots of practice. It’s the same with a second language. You will need to read the book and learn the rules and vocabulary, but you’ll also have to put in the practice time if you want to learn to speak it well (and make good grades in this course!). And, as with music and sports, the more you put into it, the more you get out of it, and the better you become. So, plan to spend at least as much time working with the CDs as you do with the textbook if you want to really do well in this course.

About the Interactive CD and

the Audio CDs


SPAN 3B, v.3.0 Introduction • ix

This course consists of the eight lessons in this course guide and a final exam. Directions for proceeding through the course—what pages to study, which exercises to listen to, which workbook pages to complete, and which assignments are required for each lesson—are given in this course guide. These lessons fulfill the TEKS requirements for second-language learners at the advanced level. The lessons for SPAN 3B are from Capítulos 5-8 of Glencoe Spanish 3 ¡Buen viaje!

For clarity, this table shows the correspondence between the lessons in the course guide and the material in the textbook.

Course Guide Textbook

Lesson One Capítulo 5, Lecciones uno y dos

Lesson Two Capítulo 5, Lección tres y literatura

Lesson Three Capítulo 6, Lecciones uno y dos

Lesson Four Capítulo 6, Lección tres y literatura

Lesson Five Capítulo 7, Lecciones uno y dos

Lesson Six Capítulo 7, Lección tres y literatura

Lesson Seven Capítulo 8, Lecciones uno y dos

Lesson Eight Capítulo 8, Lección tres y literatura

These units of study make up the equivalent of one semester of high school credit. In addition to the material in the textbook, you will be required to complete workbook exercises and audio-aural activities pertaining to each lesson. A review for the final examination and a sample exam follow Lesson Eight.

At the beginning of each lesson in this course guide is an Introduction, a set of Lesson Objectives, and step-by-step instructions that tell you How to Proceed through the lesson’s readings and assignments. After the “How to Proceed” section, you will find the instructional part of the lesson, with specific references to the textbook, workbook, and audio materials, and instruction and discussion of material that you need to practice and learn in order to complete the assignments.

Throughout the course and after each segment of instruction, you will find Practice Exercises that will help you practice and reinforce what you have learned. You will not turn in the practice exercises for grading,

About This Course Guide


x • Introduction SPAN 3B, v.3.0

but it is important that you take advantage of these opportunities to check your understanding; the more effort you put into practicing and using what you have learned, the better you will do on the assignments and final exam, and the more you will take with you from the course. You can check your answers on the practice exercises with the answer key provided in Appendix D of this course guide. If you have problems with the practice material, go back to the appropriate section of the textbook and/or the lesson discussions in the course guide and review the instruction. This is the time for re-teaching and relearning, and you are your own guide. If you still aren’t sure about the grammar, e-mail your instructor or work with a tutor. You need to have a good grasp of the material before you submit your assignments for grading. Of course, if you have followed the steps and completed and checked the practice work, the lesson assignments will be easy, and your grades will be very high!

At the end of each lesson section, you will find a Lesson Assignment that you will submit for grading. Assignments in each lesson are numbered continuously from section to section within each lesson. Where page numbers are given, they refer to the textbook unless otherwise specified.

Each lesson will contain written assignments, some of which you will complete on pages provided in the course guide itself. Other assignments will come from the textbook, the workbook, or audio activity pages. With each lesson, you will complete section assignments that include reading and writing exercises, a listening exercise, and, for odd-numbered lessons, a speaking exercise that you will submit on a standard-sized audiocassette tape (no mini-cassettes, please) or on a CD. In some cases, students working outside the U.S. may submit materials, including oral assignments, via e-mail; please contact your instructor for permission before doing this.

Activities can be completed on the course guide or workbook pages; these can be torn out and turned in, or you can make copies of these to turn in. In many cases, if you wish to save paper, you can write the one-word or one-line answers on notebook paper and submit that instead. In any case, I recommend that you make a copy of all materials sent in, as occasionally lessons are lost or destroyed in the mail. Further, I recommend that you not fax lessons. Faxed lessons almost never arrive intact. Our fax machines are in use constantly by many employees; pages become separated, back sides of pages are not copied, and, often,


SPAN 3B, v.3.0 Introduction • xi

there is no name included for either the sender or the intended receiver. My advice is to use the U.S. mail.

My name is Jacquelin Cain Montoya. I have a bachelor’s degree and a master’s degree in Spanish with a specialization in linguistics, both from Texas Tech University. I have taught in the bilingual education program with the Lubbock Independent School System, and I have taught Spanish in both elementary and in high school and at the university level. I studied Spanish in Mexico City, and lived for two years in Bolivia where I was a Peace Corps volunteer. My work experience also includes teaching English as a second language (ESL) at the elementary level and in adult education programs, including the intensive English program at Texas Tech. I love to travel, meet new people, and see new things. I especially like to travel in Spanish-speaking areas where I can continue to use and develop Spanish language skills. In recent years, I have been traveling with a medical mission group from my church and serving as a translator for the group.

About the Author

SPAN 3B, v.3.0 Lesson One • 1

Capítulo 5: México—Lecciónes 1 y 2

ienvenidos a la primera lección del segundo semestre de español 3! En esta lección seguirás el estudio de este

idioma tan esencial y seguirás la exploración de naciones de habla española. En esta lección viajaremos a México, no tan lejos de casa para nosotros que vivimos en los Estados Unidos. Aprenderemos más de le geografía, la historia, y la cultura de este gran país. Estudiaremos más de la gramática del idioma español y aprenderemos a manejar en México.

Welcome to Lesson One, the first lesson of Spanish 3B! In this lesson, you start out close to home as you study Mexico and learn a little about the geography, history, and culture of this great country. You will work on the vocabulary of car travel in Mexico, as well as the vocabulary of the landscape and the description of important landmarks. In the grammar review section of this lesson, “Estructura—Repaso,” you will review the present perfect tense of verbs, imperative (command) forms of verbs, progressive tenses, and more about the placement of object pronouns with the various verb forms. The material for this lesson is taken from Capítulo 5, Lecciones 1 and 2 of the textbook.

After completing this lesson, you will be able to:

• identify geographical regions of Mexico;

• identify important people, places, and dates in the history of Mexico;

Introduction Interactive CD-ROM Audio CD 5, tracks 1-24 Textbook, Capítulo 5, pages

212-245 Workbook pages 69-84 Audio Activity pages A37-A42

¡B

Lesson Objectives


2 • Lesson One SPAN 3B, v.3.0

• discuss travel by car in Mexico;

• express recent actions using the present perfect tense;

• use the imperative forms of verbs to give commands;

• describe actions in progress using the progressive tenses;

• use direct and indirect object pronouns correctly to refer to people and things already mentioned.

Make sure you have read the Introduction and Objectives for this lesson.

Look over the material for this lesson, including Capítulo 5, Lecciones 1 and 2 in the textbook, pages 212-245; workbook

pages 69-84; audio activity pages A37-A42 (located in the back half of the student workbook); and CD 5, tracks 1-24.

Using your textbook, workbook, audio activity pages, and audio CDs, read the vocabulary presentation pages for Lección 1, textbook

page 214. Follow the CD for the presentation of this material; listen several times to each section of the CD and repeat to develop good pronunciation and intonation. Complete the practice exercises as instructed in Section 1.1 of this course guide and check your work with the answer key in Appendix D. Then complete the Section 1.1 lesson assignments.

As in Spanish 3A, you will need to set up a notebook where you can make notes as you proceed through the lessons. Get a

notebook, either spiral or loose-leaf, that can be divided into sections. Label one section “Vocabulary.” Throughout the course, when you encounter words that you don’t know, look up the meanings and put them in your vocabulary notebook. This will take some time, with the amount of reading that you will be doing in this course, but it will be well worth the effort when it comes time to complete assignments and, especially, to review for the final exam. Label another section “Grammar/Linguistics.” This section is where you will make notes of the grammar instruction. You will need another section for “Culture” and one for “Literature.” This notebook will give you a place to practice and repeat what you

How to Proceed 1 2

3

4



have learned and to organize and store what you need to remember from the lessons.

Read Lección 1, “Lectura,” on pages 216-222 of your textbook. Complete the practice exercises as instructed in Section 1.2 of this

course guide and check your work with the answer key in Appendix D. Then complete the Section 1.2 lesson assignments.

Using your textbook, read the grammatical review sections “Presente perfecto,” pages 223-224; “Imperativo,” page 226; “Tiempos

progresivos,” page 238; and “Pronombres de complemento con el imperativo,” page 241. Complete the practice exercises as instructed in Section 1.3 of this course guide and check your work with the answer key in Appendix D. Then complete the Section 1.3 lesson assignments.

For Section 1.4, follow along with the CD and read the Conversación vocabulary on page 234 in the textbook. Make notes as necessary

in your notebook. Then listen to and practice with the CD for the Conversación—“En la agencia de alquiler de carros,” page 236. Complete the practice exercises as instructed in Section 1.4 of this course guide and check your work with the answer key in Appendix D. Then complete the Section 1.4 lesson assignments.

Submit your completed Section 1.1, 1.2, 1.3, and 1.4 lesson assignments, including your recorded CD or audiocassette tape, to

TTUISD according to the directions given in your Policies & Forms Guide.

Review your notes briefly every day until you finish the course. After you have finished this lesson, you may proceed to Lesson

Two.

In this vocabulary section, you will be learning or reviewing some of the vocabulary of Mexican history, culture, and geography. Make notes as necessary in your notebook.

Using your textbook and audio CD, open the textbook to page 214. Listen to the presentation of material on these pages (CD 5, track 1). Listen and repeat as many times as necessary to hear

the sounds of the words and repeat them correctly. You are learning words that relate to the geography, plants, and animals of Mexico.

5

6

7

8

9

Section 1.1: Vocabulario, Lección 1

CD 5, Track 1



After listening and repeating, check your comprehension. Turn to the Audio Activities and complete Actividades 2 and 3, page A37 (CD 5, tracks 2 and 3). Check your answers with the answer key in Appendix D of this course guide. If you have studied Spanish previously with Texas Tech Unviersity Independent School District, you know the advice to go back and listen as many times as necessary. If you are new to learning Spanish at a distance, you need to learn now that the best way to do well in this course is to spend a lot of time with the audio materials, the audio CDs, listening, repeating, and reading aloud with the recordings. If this seems difficult at first, just be patient; listen again and again. As you practice and develop listening skills, all the work—oral and written—will be easier.

For a little more practice, complete Exercises 1 and 2 on textbook page 215. In Exercise 1, you will answer the questions in complete sentences in Spanish. In Exercise 2, give the

vocabulary word that goes with each definition. Check your work with the answer key in Appendix D.

Complete the Section 1.1 assignments in the space provided on the answer sheet.

Look at the Lectura sections on pages 216-222 of the textbook. These readings give you an overview of the geography and climate of Mexico; a brief look at the history and culture of

some of the native Mexican peoples; a brief narrative on Hernán Cortés and the conquest of Mexico by the Spanish; and a few paragraphs describing some of the many important and interesting sites to see on a visit to Mexico. These are not lengthy readings, but you should give yourself plenty of time to look up new words and get a sense of the meaning of each passage. As you read the geography sections, refer to the maps in the front of your textbook to locate the referenced areas and cities on the map. Refer also to the photographs that accompany each reading. I suggest that you read each passage at least three times. First, read and look up new words, making notes in the “Vocabulary” section of your notebook. Next, read for content and make notes in the “Culture” section of your notebook. Third, read for comprehension and reinforcement of learning.

CD 5, Tracks 2-3

Section 1.1 Lesson Assignment

Section 1.2: Lectura, Lección 1



After reading, work on your listening comprehension and check your understanding as you complete Actividades 4, 6, and 7 on Audio Activities pages A38-A39 (CD 5, tracks 4, 6, and 7). Check

your answers with the key in Appendix D of this course guide. Again, listen to the selections as many times as you need to, look up new words, and make notes in your notebook.

I hope you found these readings interesting. Mexico is a fun and fascinating place. I hope you read about something that you would like to see and do there.


Turn in the textbook to pages 223-224. Read through instructional points 1-6. You have studied the present perfect tense before, in both English and Spanish. Remember that in

English the present perfect is formed using a form of the verb to have and the past participle of the main verb. For example, “I have finished my homework,” and “They have eaten all their vegetables.” The present perfect in Spanish is formed in the same way, using a form of the verb haber and the past participle of the main verb. The two sentences given in English above translate to Spanish as “Yo he terminado mi tarea,” and “Ellos han comido todos sus vegetales.”

Look over the forms of haber presented in the charts in point 1 on page 223. Remember, in each of the verb conjugation charts throughout the course, you will see the vosotros forms of verbs presented in italics. You do not need to learn or use these forms; you just need to know that they are there, that they are part of the Spanish verb system, and that they are no longer used, except in rare instances.

Now, look at the formation of past participle forms in point 2 on page 223. You will see an example from each of the three verb classes. -Ar verbs form the past participle by dropping the -ar ending and adding -ado. -Er and -ir verbs form the past participle by dropping the infinitive endings and adding -ido. These are not hard to learn or remember; you’ve studied them before. Remember this, however: when past

CD 5, Tracks 4, 6-7


Section 1.3: Estructura—Repaso

Discussion Point #1: Presente perfecto



participle forms are used in perfect tenses, they are part of the verb and do not function as adjectives which change endings to match the nouns they modify. (Past participles used after forms of estar and ser are predicate adjectives, and they do change endings to match nouns.)

Study the list of verbs with irregular past participles in point 3 on page 223. You will need to remember these, so look over the list, make notes as necessary in your notebook, and then practice, practice, practice so that use of these becomes automatic.

Point 4 on page 224 gives examples of common regular and irregular verbs conjugated in the present perfect tense. Look over these lists.

Points 5 and 6 give information about the uses of present perfect verbs. As in English, this tense is used to relate events that began at some point in the past and continue into the present.

After you have read and made notes of the instructional material, practice using these present perfect tense verbs orally: turn to the Audio Activities and complete Actividades 9, 10, and

11, page A40 (CD 5, tracks 9-11). Listen and answer the questions as indicated on the recording. You will hear the correct answers after you have given your response.

Practice in written form by completing Exercise 8 on workbook page 72. Check your work with the answer key in Appendix D of this course guide.

Remember that there are two groups of commands you need to learn in Spanish: the formal commands, with usted (singular) and ustedes (plural), and the informal commands, with the

familiar tú. Within each of these groups, you have learned to make affirmative commands (in which you tell someone to do something) and negative commands (in which you tell someone not to do something). Look at the lists on textbook page 226. There you see examples of command forms. Notice the list in instructional point 1; usted, ustedes (both affirmative and negative), and negative tú command forms are the same as present subjunctive verbs.

In point 2 on page 226, you see the instruction for affirmative tú command forms. These command forms are simply the present indicative usted form of the verb.

CD 5, Tracks 9-11

Discussion Point #2: Imperativo



In point 3, you see some of the common irregular tú command forms.

You have studied all of these command forms before, but you may not have seen them presented all in one place. Read through the instructional points carefully, make notes in your

notebook, and then practice and reinforce your learning by completing Actividades 12 and 13 on Audio Activities page A40 (CD 5, tracks 12 and 13). You will hear the correct answers on the recording following your responses. Practice several times, if necessary. The more you practice these, the easier it will be to use them correctly when you need to.

Now, do a little written practice by completing Exercise 5 on textbook page 227 and Exercise 18 on workbook page 76. Check your answers with the key in Appendix D of this course

guide. Be sure to use formal commands in Exercise 5 and informal commands (affirmative and negative) in Exercise 18.

The progressive tenses in Spanish are used to express ongoing actions and, just as in English, they are formed by using a form of the verb estar (to be) and the present participle of a main

verb. Turn to textbook page 238 and review the formation of the present participle forms of verbs. You remember that the present participle of -ar verbs is formed by dropping the -ar ending and adding -ando. The present participle forms of -er and -ir verbs are formed by dropping the -er and -ir endings and adding -iendo. Notice the examples given in the textbook and then look at these:

tomar, tomando

llamar, llamando

escribir, escribiendo

romper, rompiendo

decir, diciendo*

pedir, pidiendo*

*Note that -ir stem-changing verbs have the stem change in the present participle also.

CD 5, Tracks 12-13

Discussion Point #3: Tiempos progresivos



Take some time now and practice these orally by completing Actividades 6, 7 and 8 on Audio Activities page A42 (CD 5, tracks 19-21). Respond as directed and then listen to the correct

responses on the CD. (Be sure to do all of the oral practice. That’s where you develop good habits of usage and the ability to make automatic, correct responses—habits and skills that will serve you well as you use Spanish and when you take the final exam.)

Practice writing these tenses by completing Exercises 2, 3 and 4 on textbook page 239. Check your answers with the key in Appendix D of this course guide.

Review the instructional points on textbook pages 239 and 240. You already know that object pronouns, both direct and indirect, come before and are not attached to conjugated verbs.

You also know that indirect object pronouns come before direct object pronouns when both are used in the same sentence. Turn your attention to points 3 and 4 on page 240. You read that when object pronouns are used in sentences with infinitives and present participles, they can come after the infinitive or present participle and are attached to the verb. Study the examples given in the textbook.

Notice the instruction in point 4: when object pronouns are added to verbs and the natural stress of the verb falls on the third or fourth to last syllable, a written accent is needed.

Practice and reinforce what you have read here by completing Actividad 9 on Audio Activities page A42 (CD 5, track 22). You will hear the correct answers on the CD. Practice several times

to develop those good habits and automatic responses.

Of course, a little written practice is needed also, to reinforce those good habits and skills. Complete Exercise 7, workbook page 80. Write each sentence in two ways: first with the object

pronouns preceding the conjugated verb, and then with the object pronouns following either the infinitives or the present participle forms. Be sure to use accents as necessary. Check your sentences with the key in Appendix D.

CD 5, Tracks 19-21

Discussion Point #4: Colocación de los

pronombres de complemento

CD 5, Track 22



Turn to page 241 in the textbook. These instructional points review the placement of object pronouns when they are used with command verbs. Both direct and indirect object pronouns

follow and are attached to affirmative commands; both direct and indirect object pronouns precede and are not attached to negative command forms. Notice that, as in the previous section, in affirmative commands when pronouns are added (thereby adding another syllable and moving the stress to either the third or fourth syllable from the end of the verb), an accent is needed over the stressed vowel. See the examples in the textbook and then look at these:

Tráigame (usted) el pollo a la catalana, por favor. No me lo traiga, por favor.

Termínenlas (ustedes) (las tareas) para las cuatro. No las terminen.

Véndeme (tú) tu coche. No me lo vendas.

This is not new material; you are probably familiar with these command forms with object pronouns, but take a minute to practice by completing Actividad 10 on Audio Activities page

A42 (CD 5, track 23). Listen to the correct responses on the CD.


Prepare for reading the conversation by working on the vocabulary. Using your textbook and audio CD, open the textbook to page 234 and, while following along in the text,

listen to CD 5 track 14, the vocabulary for the Conversación, “En la agencia de alquiler de carros.” Make notes as necessary and practice pronouncing the words and phrases.

Reinforce your knowledge and comprehension of the vocabulary by completing Actividades 2 and 3 on Audio Activities page A41 (CD 5, tracks 15 and 16). Check your answers with the key in Appendix D of this course guide.

Discussion Point #5: Pronombres de complemento con el imperativo

CD 5, Track 23


Section 1.4: Conversación

CD 5, Track 14

CD 5, Tracks 15-16



Then, turn to page 236 and, listening to CD 5 track 17, follow the conversation between el cliente and el agente as they discuss car rentals, safe driving, and some driving rules that are peculiar to Mexico. Did you realize that different countries have different driving customs and rules? Before you drive in a foreign country, be sure you are aware of the rules of the road there. Not understanding the rules for using the left turn signal in Mexico and turning left as we do in the U.S. could have led this client to have a serious accident. Listen several times and then read aloud with the CD, working on your pronunciation and intonation. Check your comprehension by answering the questions at the end of track 17 (Actividad 4, page A41). Check your answers with the key in Appendix D.

After you have listened, practiced, and understood the preceding conversation, complete the Section 1.4 assignments in the space provided on the answer sheet.

Congratulations! You’ve finished the first lesson. In Lesson One, you learned some important facts about the geography, history, and culture of Mexico. You learned a little about some important places to visit and about the foods of Mexico. In the grammar section of the lesson, you reviewed the perfect tenses, command forms, progressive tenses, and placement of direct and indirect object pronouns with various verb forms. Finally, in the conversation section of the lesson, you heard a conversation between the agent of a rental car agency and a client.

Be sure to complete all of the lesson assignments, including the oral work on audiocassette or CD, and send your work in the envelope provided with your course materials to TTUISD for grading. Be sure to use a lesson cover sheet with the appropriate lesson label.

CD 5, Track 17


Summary


Lesson One Assignments (submit for grading)

For all lessons, write your answers to lesson assignments in the spaces provided in this course guide or on notebook paper. You may tear out these pages, make copies of them, or rewrite them on notebook paper. Whichever option you choose, I suggest that you keep a copy of everything you send in. If a lesson gets lost in the mail (this does not happen often), it will need to be resubmitted, and it’s much easier to do that if you have a copy at home.

Please write in blue or black ink. You may use a pencil, if you wish, but be sure that the lead is dark enough to be read easily. Please do not use red, purple, green, or any color other than blue or black for your lesson assignments.

Note: All listening comprehension assignments are taken from the Audio Activity pages located in the back half of the workbook and on the audio CDs;, the audio clips are embedded in the Audio Activity pages of the workbook. You will need to use these in combination in order to complete the listening comprehension assignments.

Section 1.1: Vocabulario, Lección 1

A. Complete Exercise 1, workbook page 69. Write your answers in the spaces below (7 points)

1. ______________________________

2. ______________________________

3. ______________________________

4. ______________________________

5. ______________________________

6. ______________________________

7. ______________________________

Section 1.2: Lectura, Lección 1

B. Answer the following questions in complete sentences in Spanish. Write your answers in the spaces below. (20 points)

1. ¿Cuáles son los países que forman el continente de Norteamérica?

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2. ¿Cuál de los dos países es más grande, México o España?

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3. ¿Cuáles son dos volcanes mexicanos?

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4. ¿Qué hay en el sureste de México, desiertos o selvas?

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5. ¿A quiénes encontró Cortés al llegar a México en 1520?

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6. ¿Cuál es la primera cultura importante de México?

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7. ¿Cuál fue el último gran imperio de México?

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8. ¿Qué son dos cosas nuevas que trajo Hernán Cortés cuando llegó a la península de Yucatán en febrero de 1519?

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9. ¿Sobre qué construyeron el Zócalo y qué hay hoy día en el Zócalo?

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10. ¿Cómo se llama el parque donde hay un castillo del siglo XVIII?

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C. Listening Comprehension. Complete Actividad 5, Audio page A38 (CD 5, track 5). Write your answer choices in the spaces below. (9 points)

1. _____

2. _____

3. _____

4. _____

5. _____

6. _____

7. _____

8. _____

9. _____



D. Listening Comprehension. Complete Actividad 8, Audio page A39 (CD 5, track 8). Write your answer choices in the spaces below. (8 points)

1. _____

2. _____

3. _____

4. _____

5. _____

6. _____

7. _____

8. _____

Section 1.3: Estructura—Repaso

E. Complete Exercise 7, workbook page 71. Complete the sentences with the correct present perfect forms of the verbs in parentheses. Write your answers in the spaces below. (5 points)

1. ______________________________

2. ______________________________

3. ______________________________

4. ______________________________

5. ______________________________

F. Complete the sentences in Exercise 11, workbook page 73, with the correct usted command form of the verb in parentheses. Write your answers in the space below. (8 points)

1. ______________________________

2. ______________________________

3. ______________________________

4. ______________________________

5. ______________________________

6. ______________________________

7. ______________________________

8. ______________________________

continued



G. Now, complete the sentences in Exercise 15, workbook page 75, using the tú command forms of the verbs in parentheses. (These are the same sentences as in the previous exercise, only now they are written with tú forms of verbs.) Write your answers in the space below. (8 points)

1. ______________________________

2. ______________________________

3. ______________________________

4. ______________________________

5. ______________________________

6. ______________________________

7. ______________________________

8. ______________________________

H. Answer the following questions in complete sentences in Spanish using the appropriate progressive tense. Write your answers in the spaces below. (6 points)

1. En este momento, ¿qué estás haciendo?

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2. Y, ¿qué están haciendo tus familiares?

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3. Ayer a la misma hora, ¿qué estabas haciendo?

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4. ¿Qué estaban haciendo tus amigos?

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I. Rewrite the following sentences, replacing the words in bold with object pronouns. Write your sentences in the spaces below. (8 points)

1. Voy a terminar las tareas esta noche.

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2. Pero primero tengo que comprarme unas plumas.

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3. Voy a entregar las tareas al profesor mañana.

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4. El profesor dijo que quiere devolver las tareas a nosotros antes del fin de semana.

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Section 1.4: Conversación

J. Oral Production. Turn in the textbook to the conversation on page 236. You have heard this conversation on the Capítulo 5 CD, and you can listen to it again as many times as you wish. After you have listened and worked on your pronunciation and intonation, record this selection on your own CD or standard-size audiocassette tape (no mini-cassettes, please). Throughout the course, be sure to put your name directly on your CDs or cassette tapes. Use a label, a piece of masking tape, or a permanent marker, but be sure that your name is on the CD/cassette. Do not put your Social Security number on the CD/cassette. You may include the course name and lesson number, but your name needs to be visible on the CD/cassette. (9 points)

K. Oral Production. You know lots about renting a car and driving in Mexico. Now write a short list in Spanish of things a person must remember when driving in Mexico. Include at least six sentences and six different details. Write your list in the space below. This list will serve as your tape script. Record your list on the same cassette/CD. Be sure to submit this recording with your lesson assignments. (10 points)

Tape script:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________



____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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Your recordings will be evaluated using the rubric presented in Appendix B of this course guide.

Documents

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