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Spanish, Level II Course Author

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

SPAN 2B 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 workbook, and the set of 4 audio CDs • student must have access to a computer with a CD-ROM

drive, an audiocassette player/recorder (if preferred), and 8 recordable cassettes or compact discs with a 30-minute capacity each; see specific options in Course Introduction

• Prerequisites: SPAN 2A • All lesson assignments must be submitted via U.S. Postal

Service, UPS, or FedEx only .

SPAN 2B 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 © 2006 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 2B: Spanish, Level II ............................................................................................ v

Course Lessons

Lesson One: El vuelo ................................................................................................... 1

Lesson Two: Emergencias médicas ...................................................................... 17

Lesson Three: Ciudad y campo ............................................................................... 31

Lesson Four: La cocina hispana ........................................................................... 47

Lesson Five: El coche y la carretera .................................................................... 59

Lesson Six: Los servicios al público .................................................................. 73

Lesson Seven: ¡Fiestas! ................................................................................................ 85

Lesson Eight: Profesiones y oficios ...................................................................... 101

Final Examination Directions ................................................................................... 115

Appendices

Appendix A: Sample Final Examination ......................................................... 121

Appendix B: Answer Key for Practice Exercises ............................................ 131

Appendix C: Sample Speaking Assignment Evaluation Form ................. 167

Appendix D: Audio CD Track Concordance ................................................. 169

SPAN 2B, v.3.0 Introduction • v

Spanish, Level II

elcome to Spanish 2B! Spanish 2B is the second semester of Spanish Level II, an intermediate course designed for students who

have completed Spanish 2A. In this course, instruction continues with further development of the basic concepts of grammar and further extension of the vocabulary in thematic units which relate to common aspects of daily life. As in Spanish 2A, the goals of this course are 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.

If you’ve completed Spanish 2A with Texas Tech University Independent School District, you already know what to expect in the way of the organization of the lessons and how the course guide guides you through the material so that you know how to use the textbook, the workbook, and the materials on the interactive CD-ROM and the audio CDs. If you’re new to this way of studying Spanish, take some time and look over the materials. This course guide is the basis of the course. It coordinates the course materials and sequences the steps that you need to follow as you proceed through the lessons. In addition to developing reading and writing skills in Spanish using the textbook and workbook, you will have listening comprehension work, as well as oral assignments, in which you practice, check your practice work, and then make recordings (either on an audiocassette tape, on a CD, or, if you are a student studying outside the United States, online through e-mail) for an oral language grade. (Students outside the U.S., please contact your instructor for permission before sending audio clips via e-mail.) In addition to the listening, speaking, reading and writing assignments, you will have, in some lessons, special assignments based on cultural concepts. The requirements of the Texas Education Agency require that you be evaluated on the basis of listening, speaking, reading, and writing, as well as show knowledge of Spanish-speaking cultures.

W

Texas Tech University

vi • Introduction SPAN 2B, v.3.0

In each lesson of this course, you will progress through a thematic unit which will help you continue to develop a broadening range of vocabulary and grammatical structures which support communication at the intermediate level. When you have successfully completed Spanish 2B, 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 from a variety of thematic units including the following:

— air travel in general and air travel as it pertains to the geography of Latin America and the culture of Hispanic countries;

— accidents and medical problems, hospital stays, and health care in areas of the Spanish-speaking world;

— city and country life;

— more foods and food preparation;

— cars and driving;

— hairdresser/barber shops;

— post office and bank services;

— parties and weddings;

— holidays;

— professions and occupations;

— job interviews;

— work qualifications;

• narrate events in Spanish using these verb forms and tenses:

— regular and irregular verbs in the conditional mode;

— verbs in the present perfect tense;

— irregular participles of verbs;

— verbs in the imperfect progressive;

— formal and informal command forms of regular and irregular verbs;

Course Objectives

Independent School District

SPAN 2B, v.3.0 Introduction • vii

— negative command forms;

— subjunctive mood;

• use two object pronouns in one sentence with se ;

• make comparisons of equality;

• use demonstrative adjectives and pronouns;

• identify and compare the following cultural concepts of Hispanic cultures:

— air travel;

— airports;

— health care;

— city and country life;

— regional foods and recipes;

— car travel;

— highways, parking, traffic signs;

— banking;

— post offices;

— weddings, parties, and holidays.

The required textbooks and materials for this course are:

Woodford, Protase E., and Conrad J. Schmitt (2005 Texas Edition). Glencoe Spanish 2 ¡Buen viaje! New York: The McGraw-Hill Companies. ISBN 0078663636

Woodford, Protase E., and Conrad J. Schmitt (2005). Glencoe Spanish 2 ¡Buen viaje! Workbook and Audio Activities (does not include audio CD). New York: The McGraw-Hill Companies. ISBN 0078619726

Audioprogram CDs to accompany Glencoe Spanish 2 ¡Buen viaje!

Required equipment: CD player, an audiocassette recorder or a device capable of recording your voice to a CD, and 8 recordable cassettes or compact discs with a 30-minute capacity each.

Textbook and Materials


viii • Introduction SPAN 2B, v.3.0

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 seven short review lessons, covering material presented in Spanish Level I, and 14 chapters in which new material is presented. Spanish 2B will use material from Chapters 7-14 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.

Before beginning the course work, open your textbook and look briefly at the organization of Capítulo (Chapter) 7. Each chapter in the textbook follows the same organizational pattern. The first two sections of each chapter consist of an introduction of vocabulary—both vocabulary lists and vocabulary used in the context of sentences, narratives, and dialogs—based on a particular theme. Chapter 7 is titled El vuelo. The theme for Chapter 7 is air travel.

The third section of each chapter contains a grammatical/linguistic presentation—a straightforward explanation of the rules of Spanish grammar.

Following the grammar section is a page called Conversación, which contains a conversation based of the thematic content of the chapter, followed by comprehension questions. In some lessons the Conversación section also includes a short lesson on Spanish pronunciation.

The remaining parts of each chapter contain readings connecting knowledge of the thematic unit to real life culture in Hispanic societies and relating knowledge to other content areas, such as math, science, or literature.

Also, take a few minutes to look at the Handbook section at the back of your textbook, pages H2-H41. The first part of the Handbook is a series of activities designed to be completed with a partner. You will not be doing those in this course. Following the InfoGap Activities, beginning on page H16, is a section called Study Tips that you should read. The general section at the beginning gives you information which will help you make the most of your work with the course materials. The following pages give hints for working with the specific chapters. After the study tips, you will find sets of verb charts. You will want to refer to

About the Textbook


SPAN 2B, v.3.0 Introduction • ix

these charts as you study the grammar sections and again later as you prepare for the final. After these charts, you will find Spanish-English and English-Spanish glossaries. You will want to make use of all of these Handbook materials as you work through the course.

This Spanish course consists of eight lessons 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 each lesson of this course guide. These lessons fulfill the TEKS requirements for second-language learners at the intermediate level. The lessons cover material from Capítulos 7-14 of ¡Buen viaje!

For clarity, the following list shows the correspondence between the lessons in the course guide and the material in the textbook.

Lesson One: Capítulo 7—El vuelo

Lesson Two: Capitulo 8—Emergencias médicas

Lesson Three: Capítulo 9—Ciudad y campo

Lesson Four: Capítulo 10—La cocina hispana

Lesson Five: Capítulo 11—El coche y la carretera

Lesson Six: Capítulo 12—Los servicios al público

Lesson Seven: Capítulo 13—¡Fiestas!

Lesson Eight: Capítulo 14—Profesiones y oficios

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.

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. Each lesson has Practice Exercises to help you prepare for the assignment. You will not turn in practice exercises; answers for these exercises are provided in Appendix B of this course guide. At the end of each lesson section are Lesson Assignments. Assignments in each lesson are numbered continuously from section to section within each

About This Course Guide


x • Introduction SPAN 2B, v.3.0

lesson. Where page numbers are given, they refer to the textbook unless otherwise specified.

You will submit Lesson Assignments for a grade. Each lesson contains written assignments, some of which you will complete on pages provided in this course guide; other assignments will come from the textbook, the workbook, or audio activity pages. Activities can be completed on the course guide or workbook pages; either tear out or photocopy the appropriate pages. However you choose to submit your lessons, 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, there is no name included for either the sender or the intended receiver. My advice is to use the U.S. mail.

In each lesson, you will be required to record certain assignments 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 the oral assignments, via e-mail; please contact your instructor for permission before doing this.

Your recordings throughout the course will be graded based on these five criteria.

• Completeness of assignment: Are all parts of the assignment recorded as assigned?

• Pronunciation: Are you pronouncing vowels and consonants correctly?

• Correctness of grammar: Are you using correct verb forms and tenses? Are you following the rules for noun-adjective agreement? Are you using pronouns correctly? Are you incorporating grammatical instruction from the lesson correctly?

• Appropriateness of vocabulary: Are the words and sentences you are using related to the assignment? Are you expanding your vocabulary in Spanish to include new words taught in the lesson?

• Comprehensibility: Could someone from a Spanish-speaking culture understand what you are saying?


SPAN 2B, v.3.0 Introduction • xi

You will find a sample speaking-assignment evaluation form in Appendix C of this course guide.

A review list for the final examination is provided following Lesson Eight. In Appendix A, you will find a sample final exam.

As in Spanish 2A, I suggest that you get some sort of notebook that you can divide into sections—a vocabulary section, a grammar section, a verb list, and a culture/reading comprehension section. As you work through the various sections of the lessons, make notes as appropriate. That way, you’ll have a ready reference as you complete the assignments and you’ll have well-organized notes that you can review before you take the final exam. So, as you listen to the CDs and follow the vocabulary pages in the textbook, take time to make notes of new words and expressions in your notebook.

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 2B, v.3.0 Lesson One • 1

El vuelo

ook over the material for this lesson, including the Capítulo 7

pages of the textbook, the workbook, the audio activity sheets (located in the back half of the student workbook), and the CDs. You will find that the CDs present the lesson material in an oral format. Spend plenty of time listening to them, then practice speaking, and practice reading aloud with the native speakers. The CDs contain about 30 minutes of oral material for each lesson, but you will need to plan to spend more time so that you can listen once and then go back and listen again to parts that may have been more difficult to understand and/or tracks that you want to practice with.

The next section of the lesson will deal with developing grammar, reading, and writing skills in Spanish. You will be learning grammatical concepts as presented in the Estructura sections of the lesson (marked in the textbook with the pyramid icon.)

After completing this lesson, you will be able to:

• talk about air travel in general and in Hispanic countries specifically;

• understand the influence of geography on travel in Latin America, specifically, on the airport “El Alto” in La Paz, Bolivia;

• talk about things that would happen under certain conditions, using the conditional mode of verbs.

Introduction Interactive CD-ROM Audio CD for Capítulo 7 Textbook, Capítulo 7, pages 190-221 Workbook, pages 73-88 Audio Activity pages A33-A36

L

Lesson Objectives


2 • Lesson One SPAN 2B, v.3.0

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

Look over the material for this lesson, including the Capítulo 7 pages of the textbook, the workbook, the audio activity sheets

(located in the back half of the student workbook), and the CDs.

Using your textbook, workbook, audio activity pages, and audio CDs, complete the Section 1.1 vocabulary assignments. Complete

the vocabulary practice exercises and check your work with the answer key in Appendix B of this course guide. Then complete the Section 1.1 lesson assignments. (You may want to wait until you have completed the written work to do the oral speech assignments.) As you work through the various sections of the lessons, make notes as appropriate.

The next section of the lesson will deal with developing grammar, reading, and writing skills in Spanish. You will be learning

grammatical concepts as presented in the Estructura sections of the lesson (marked in the textbook with the pyramid icon). Study the Estructura sections, as well as the discussion material in the course guide, Section 1.2. Complete and check the practice exercises, then complete the Section 1.2 lesson assignments.

Complete Section 1.3, Oral Communication—listen to the CDs as directed, complete and check the practice assignments, then

complete the Section 1.3 lesson assignments.

Complete the Reading Comprehension/Writing/Culture section and the Section 1.4 lesson assignments.

Submit in your completed Section 1.1, 1.2, 1.3, and 1.4 lesson assignments, including your recorded CD or cassette 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.

How to Proceed 1 2

3

4

5

6 7

8



Using your textbook and audio CD, open the textbook to Vocabulario, Palabras 1, page 192. all of these audio clips are contained in track 1 of audio CD 5. Listen to the presentation of

material on pages 192 and 193. Repeat where indicated. All of the vocabulary in this chapter relates to air travel, the vocabulary of the inside of an airplane, the airline attendants, and their work. If you are having trouble hearing and understanding the words, listen again—and again and again, if necessary. You will find that this course will be much easier and your grades will be much higher if you spend the necessary time with the audio material.

Then, turn to the Audio Activities and complete Actividades A, B, and C on Audio pages A33-A34 CD 5, tracks 1-3. Check your answers for Actividades B and C with the answer key in

Appendix B of this course guide.

Now, turn to textbook pages 196-197, Vocabulario, Palabras 2. Here you will learn more of the vocabulary of air travel and the vocabulary of geographical (CD 5, track 4). Listen again; are you

understanding the words? Notice the sounds and begin to connect the sounds to the words you see on the page. Spanish is a very phonetic language; each vowel has only one sound. Unlike English, Spanish sounds exactly the way it is written. Pay attention to the spelling as you listen, and you will not have trouble remembering how to write what you hear and read what you see. Repeat; imitate the native speakers; work to develop a native-like pronunciation.

Complete Actividad E, Audio page A34 (CD 5, track 5), and check your answers with the answer key in Appendix B.

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

In Spanish 2A, you reviewed lots of verbs, verb forms, and verb tenses, including present, preterite, imperfect, and future tenses of both regular and irregular verbs. If you do not remember these, or if you want to check to make sure that you can still use these correctly, go back to some of the earlier lessons in the textbook. Specifically, review the forms

Section 1.1: Vocabulario

CD5, Track 1

CD5, Tracks 1-3

CD5, Track 4

CD5, Track 5

Section 1.1 Lesson Assignment

Section 1.2: Estructura



and uses of future mode verbs presented in the Estructura sections of Chapters 5 and 6 of the textbook.

In this lesson, you will be learning the conditional, or potential, mode of verbs. This conditional mode is conjugated the same way the future mode is, so be sure that you are able to understand and use verbs in the future mode in Spanish before proceeding with the grammar instruction here.

As in English, the conditional mode is used to tell what might or would have happened under certain circumstances. The conditional mode in English is expressed with the verb modal would. (You will remember that the future in English is expressed with the verb modal will. ) For example, in English we say, “I would go to the movies with you, but I don’t have enough money.” In Spanish, we say, “Yo iría al cine contigo, pero no tengo bastante dinero.”

Another example is this: In English, “We would run this afternoon, but it is too hot.” In Spanish, “Correríamos esta tarde, pero hace mucho calor.”

Notice the Spanish verbs in the two sentences above: iría and correríamos. As with regular verbs in the future tense, the conditional mode in Spanish is formed by adding a set of endings to the infinitive. You will see the list of endings in the textbook on page 200. Notice the verbs in the chart on page 200 that have been conjugated in the conditional mode. You will see that all three classes of verbs (-ar, -er, and -ir ) have the same endings. Like the future mode, the conditional mode is easy to learn and use because it corresponds so closely to what we say in English, because all the verb endings are the same for regular

and irregular verbs, and because there are very few irregular verbs. Just for practice, conjugate these verbs using the verb

conjugation frame: estudiar, comer, escribir.

For those of you who are not familiar with the verb conjugation frame, or who need to review, here is the introduction to the use of the verb conjugation frame as it was presented in Spanish 2A:

All verbs in Spanish are formed from infinitive verb forms which end in one of these three ways: -ar, -er, -ir. As you will recall, an infinitive verb in English is the verb preceded by the word to (examples: to study,

Discussion Point 1: Regular verbs in

the conditional or potential mode

Discussion Point 2: Formation of verbs in

conditional mode



to speak, to need, to buy). When you see a verb in Spanish that ends in -ar, -er, or -ir, you will know that it corresponds to an infinitive verb (to + verb) in English. All Spanish verbs are conjugated (endings are changed) to match the subject of the sentence and the tense of the verb.

Below you will see a verb conjugation frame. I want you to learn to visualize verbs in this frame as you work through this course. All verbs fit into the frame, and if you learn where each verb form goes, you will be able to quickly conjugate any verb and use it correctly.

verb (present tense)

yo -o nosotros -amos

tú -as (vosotros -áis)

usted el, ella -a

ustedes ellos, ellas -an

All the verb forms in the left side of the frame are singular forms; the verbs in the right side are plurals. The top row shows verbs in the first person, the second row shows familiar you (tú and vosotros ) forms, and the third row shows formal you (usted and ustedes ) and third-person forms.

Remember:

• The subjects will never change position in this frame.

• It is not always necessary to state the subject in Spanish, because it is included in the verb ending.

• The vosotros form will be presented in parentheses, because it is no longer taught in Spanish courses, although it exists and is used in some Spanish-speaking areas. (When I began to learn Spanish, I was taught that it was no longer used. However, I have a very good friend from Argentina, and she often uses the plural vosotros command form. So, if you travel in Spanish-speaking countries or make friends with Hispanics from around the world, you may hear these forms.) It’s much like thee and thou in English—we all know that they mean, but we don’t use them in speech. So, you will see these forms and know they are there, but you will not use them in this course.



Draw your own conjugation frames in your notebook and conjugate the three verbs as instructed above. Then check your work with the answer key in Appendix B.

Read point 3, textbook page 200. As in English, the conditional mode is used in Spanish to soften requests. For example, in English, we say, “Would you pass me the salt, please?” In Spanish, “¿Me pasarías la sal, por favor?”

Practice using the conditional mode orally. Listen to Actividades A and B, Audio pages A35 (CD 5, tracks 7 and 8). Listen to the sentences with verbs in future mode and respond making

sentences using the conditional mode. You will hear the correct responses on the CD.

Complete Exercise A, workbook page 77. Follow the model and convert the verbs to conditional forms. Check your work with the answer key in Appendix B.

Turn to page 203 in the textbook. Look at the list of verbs in the chart. These verbs, the same verbs that are irregular in the future mode, are irregular in the conditional mode too. Practice

using these irregular verbs in the conditional by completing Exercise D, workbook page 78. Check your answers with the answer key in Appendix B.

In Spanish 2A, you learned to use both direct and indirect object pronouns in Spanish. If you have forgotten these, you can review them in previous chapters of the textbook. Look at the following examples. Object pronouns are shown in bold letters.

¿Quién te regaló esta blusa?

Mi hermana me la regaló.

¿Quiénes les compraron los boletos para el tren?

Nuestros padres nos los compraron.

¿Quién va a prestarte una pluma?

Ernesto va a prestármela.

Discussion Point 3: Polite requests

CD5, Tracks 7-8

Discussion Point 3: Irregular verbs in

the conditional

Discussion Point 4: Two object pronouns in

the same sentence



You know that when both occur in the same sentence, the indirect object precedes the direct object pronoun. Notice that when object pronouns are added to an infinitive as in the last example, an accent is needed when the natural stress of the word moves to the third-to-last syllable.

When the indirect object pronouns le or les are used in conjunction with lo, la, los, or las, the indirect object pronoun changes to se. Notice these examples.

El camarero les trajo las papas fritas.

El camarero se las trajo.

El empleado le vendió las libretas.

El empleado se las vendió.

Study the instruction in the textbook, page 205, Dos complementos con se. Then check your understanding and skill in using these pronouns. Listen to Actividad E, Audio page A35

(CD 5, track 11). Convert the direct objects to direct object pronouns and use them in the same sentence as the indirect object pronouns. Say your sentence in the pause provided and then listen to the response on the CD. How did you do? Second-language learners of Spanish usually need to practice several times to use these pronouns with ease and without hesitation, because the whole object pronoun system is very different from English.

Complete Exercises E and F, workbook page 79, to practice using these in written sentences. Check your work with the answer key in Appendix B.


CD5, Track 11




Listen to the Conversación: En el avión from page 208 in the textbook (CD 5, track 12). Listen carefully. Are there words that you do not know? If so, look them up and make notes in your

notebook. In this conversation between two people on an airplane, you will hear several verbs in the conditional mode. Can you pick them out? After you have listened to the conversation as many times as necessary

to be sure that you understand all of it, turn to Audio page A36 (CD 5, track 13) and complete Actividad G. Check your answers with the answer key in Appendix B.

Continue to develop your listening and reading skills. Turn to Audio page A36 (CD 5, track 15). Look over the ad in Actividad A. Pretend that you are an employee of Halcón Viajes,

a travel agency. Notice the places that are advertised and the prices of the vacation packages available. Notice, also, that when writing money in Spanish, a comma is used instead of a period before the cents number.

Keep listening and developing listening skills, sentence patterns, pronunciation and intonation patterns as you click the speaker icon beside Actividad B on Audio page A36 (CD 5, track 16) and

listen. You will hear an announcement from aboard an aircraft. Listen as many times as you need to. Then listen to the 12 true/false statements and complete Actividad B. Check your answers with the answer key in Appendix B.


Turn to textbook page 210. El aeropuerto que se llama «El Alto» and follow the text while listening (CD 5, track 14). Again, listen as many times as necessary to get a good understanding of the

reading. You will learn several important facts about the airport “El Alto” and the capital city of Bolivia, La Paz. You will learn that this airport is the highest commercial airport in the world. The air at that altitude—over 13,000 feet—is very thin, so the runways are extra-long so that airplanes can get enough speed to overcome the lack of air density and lift off. Also, the air is so thin that passengers are cautioned to move slowly until they are acclimated and can breathe the thin air. Extra

Section 1.3: Oral Communication

CD5, Tracks 12-13

CD5, Track 15

CD5, Track 16


Section 1.4: Reading

Comprehension/ Writing/Culture

CD5, Track 14



oxygen bottles are available for those who aren’t able to get enough air into their lungs. The city of La Paz is at a little lower altitude than the airport, but it is still higher than 12,000 feet. A large portion of the area of Bolivia is a large mesa called the Altiplano, which is located between the eastern and western ranges of the Andes Mountains at an altitude of more than 11,000 feet. Much of the population of Bolivia lives at this altitude; these are people who have developed very strong lungs.

Now read the Lecturas opcionales 1 and 2, textbook pages 212 and 213. In Lectura 1, Los alrededores de La Paz, you will learn a little more about this high-altitude capital and read about Lake Titicaca, the highest navigable lake in the world and another very interesting place to visit. In Lectura 2, Un héroe de la aviación latinoamericana, you will read about Emilio Carranza, a 22-year-old pilot who made a historic flight from Mexico City to Washington, D.C., and then was killed when his plane crashed on the return flight.




Lesson One Assignments (submit for grading)

Section 1.1: Vocabulario

A. Complete Exercise B, Reglas de seguridad, workbook page 74. Write your answers in the spaces below. (6 points)

1. ______________________________

2. ______________________________

3. ______________________________

4. ______________________________

5. ______________________________

6. ______________________________

B. Complete Exercise C, ¿En qué parte del avión?, workbook page 74. Write your answers in the spaces below. (6 points)

La cabina La cabina de mando El lavabo

1. __________ __________ __________

2. __________ __________ __________

3. __________ __________ __________

4. __________ __________ __________

5. __________ __________ __________

6. __________ __________ __________

continue



C. Complete Exercise D, En el aeropuerto, workbook page 75. Write your answers in the spaces below. (8 points)

1. ______________________________

2. ______________________________

3. ______________________________

4. ______________________________

5. ______________________________

6. ______________________________

7. ______________________________

8. ______________________________

D. Complete Exercise F, ¿Qué sabes de la geografía?, workbook page 76. Write your answers in the spaces below. (7 points)

1. ______________________________

2. ______________________________

3. ______________________________

4. ______________________________

5. ______________________________

6. ______________________________

7. ______________________________

continue



Section 1.2: Estructura

A. Turn to textbook page 201, Exercise 14, Historieta: Las vacaciones del muchacho. Write complete sentence answers in Spanish to the questions. Write your answers in the spaces below. Be sure to use conditional mode verbs. (16 points)

1. _________________________________________________________________________________

2. _________________________________________________________________________________

3. _________________________________________________________________________________

4. _________________________________________________________________________________

5. _________________________________________________________________________________

6. _________________________________________________________________________________

7. _________________________________________________________________________________

8. _________________________________________________________________________________

B. Turn to Exercise 18, Uno sí y el otro no, textbook page 204. Complete the sentences with the correct conditional form of the verb. Write your answers in the spaces below. (6 points)

1. ______________________________

2. ______________________________

3. ______________________________

4. ______________________________

5. ______________________________

6. ______________________________

continue



C. Complete the sentences in Exercise 19, Ahora lo hará pero antes no lo haría, textbook page 204. Write your answers in the spaces below. (5 points)

1. ______________________________

2. ______________________________

3. ______________________________

4. ______________________________

5. ______________________________

Section 1.3: Oral Communication

A. Listening Comprehension: Listen to Actividad D, Audio page A35 (CD 5, track 10), where you will hear questions followed by three possible answers. Choose the best answer for each question and circle A, B, or C in the spaces below. (7 points)

1. A B C

2. A B C

3. A B C

4. A B C

5. A B C

6. A B C

7. A B C

B. Listening Comprehension: Listen to Actividad C, Audio page A36 (CD 5, track 17). You will hear a series of announcements. Look at the list of people below. After each announcement, write the number next to the person who made it. (5 points)

1. __________ la piloto

2. __________ el controlador de tráfico aéreo

3. __________ el asistente de vuelo

4. __________ el pasajero

5. __________ la agente de la línea aérea



C. Oral Production—Reading. Turn to Conversación: En el avión, textbook page 208. Practice reading aloud the conversation between Adela and Victor. After you have practiced and are comfortable with your reading, record the conversation on a 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. (5 points)

D. Oral Production—Original Sentences. Look at Exercise C, ¡Por favor!, textbook page 209. Create a dialog for each of the pictures in this section. Each person needs to say at least one complete sentence (for a total of eight), and at least four of the sentences need to have verbs in the conditional mode. Write your dialogs in the spaces below and then record them on your CD or cassette tape. (8 points)

1. _________________________________________________________________________________

_________________________________________________________________________________

2. _________________________________________________________________________________

_________________________________________________________________________________

3. _________________________________________________________________________________

_________________________________________________________________________________

4. _________________________________________________________________________________

_________________________________________________________________________________

continue



Section 1.4: Reading Comprehension/Writing/Culture

A. Turn to Lectura opcional 1: Los alrededores de La Paz, textbook page 212. Read the selection and then write complete sentence answers in the spaces below to the questions in ¿Comprendes? Exercise A at the bottom of the page. (12 points)

1. _________________________________________________________________________________

2. _________________________________________________________________________________

3. _________________________________________________________________________________

4. _________________________________________________________________________________

5. _________________________________________________________________________________

6. _________________________________________________________________________________

B. Read Lectura opcional 2: Un héroe de la aviación latinoamericana, textbook page 213. Complete the sentences in ¿Comprendes?, Dos aviadores, and write your answers in the spaces below. (9 points)

1. ______________________________

2. ______________________________

3. ______________________________

4. ______________________________

5. ______________________________

6. ______________________________

7. ______________________________

8. ______________________________

9. ______________________________

spanish, level ii - mhs.magnoliaisd.orgmhs.magnoliaisd.org/ourpages/auto/2014/8/24/55067715/cbe...

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