Avancemos 3 U1L1
Avancemos 3 textbook chapter Recursos pdf format for access through Richland 2 students account only.
Google ARTS & CULTURE: https://artsandculture.google.com/
Avancemos 3 vocabulary list Unidad 1 Lección 1 (p.53) Flashcards
Avancemos 3 (Unidad 1 Lección 1 Vocabulario) CONJUGUEMOS.com
Avancemos 3 Vocabulario Unidad 1 Lección 1 QUIZLET tasks
Mayah Rumpel: Av3 U1L1 voc page R2 https://quizlet.com/616150664/r2-spanish-vocab-flash-cards/
Avancemos 3 Voc Unidad1 Leccion1 QUIA task
Avancemos 3 Voc Unidad 1 Lección 1 WORKBOOK VOC ABC p1-3
Study strategy for vocabulary.
1. Print out the vocabulary list. Read every word. Think about the pronunciation, the spelling with the sound of each letter and write down anything that can help you remember that word vs its meaning.
2. Highlight the words you already know or are easy to learn (cognates aka words that look like English words).
3. Circle those words that have accents. This is a way to chunk the words in manageable sections.
4. WRITE on small pieces of paper (flash cards) OR (FOLDED NOTES) fold paper in half to write a column of unknown words on one side and meaning on the other. the vocabulary words you DO NOT know. (writing is a study strategy)
Review the cards daily and separate after you learned them. highlight the learned words from the original list.
5. Do the digital Flash Card to attach the correct pronunciation with written word. Repeat the pronunciation OUTLOUD until you are producing the same sound attached to the word.
6. Play digital online SPANISH games available for your individual vocabulary list. I recommend Quizlet.com, Conjuguemos.com, Quia.com, and to research online for any new Vocabulary games on variety of websites.
7. Pre-Test yourself before test day using recommended sites, other on paper strategies, ask a family member to verbally ask you how to say each vocabulary word in Spanish to make sure you are ready for the test.
8. Learning Vocabulary is based on repetition of a minimum of 16 times per word. This is why you must practice daily the list with any of the strategies above.
Tema: Vamos a acampar . . . . . . . . . . . . . 30
VOCABULARIO: Camping, Nature . . . . . . . . . . . . . . . . . . . . . . . . . . 32
p33 a responder: p32-33 audio/read
Práctica . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
p34 actividad 1, 2,3, DYGI (red stop sign)
Contexto 1: Póster (audio) . . . . . . . . . . . . . . . . . . . . . . . . . 35
p36 actividad 4,5, DYGI (red stop sign)
p36 actividad 5 (Repaso: Present tense of irregular yo verbs )
GRAMÁTICA 1
Repaso: Preterite tense of regular verbs & Preterite (-car/-gar/-zar) Práctica ........ p37-8
*** added Preterite (stem-changing -ir verbs) & Preterite stem-change (i-y)
p38 actividad 6,7. p39 actividad 8,9, DYGI
Avancemos 3 U1L1 WORKBOOK GRAM ABC p4-6
Gramatica en Contexto 2: Correos electrónicos (audio) . . . . . . . . . . . . . 40
p41 actividad 10, 11, 12, DYGI (red stop sign)
Avancemos 3 U1L1 DYGI WKBK Preterite regular & orthographic -car/-gar/-zar ( 5 tasks)
GRAMÁTICA #2. (Notas de Repaso de verbos irregulares)
Repaso: (IR & SER Preterite) & 16 verbs Irregular preterite & Práctica . . . . . . . 42-43
p43 actividad 13, 14
p44 actividad 15, 16, DYGI
Avancemos 3 U1L1 WORKBOOK GRAM ABC p7-9
TODO JUNTO
Contexto 3: Diálogo (audio) . . . . . . . . . . . . . . . . . . . . . . . 45
p46 actividad 17, 18
p47 actividad 19, 20, DYGI
Lectura literaria: «Hermandad», «Viento, agua, piedra» Octavio Paz (audio) . . .. 48
Using Graphic Organizers to enhance reading comprehension = AVID strategy
p49 (audio) reflexiona y a pensar response to question
p50-51 reflexiona , a pensar responses to question, Para y piensa (red stop sign)
Conexiones: Mariposas migratorias . . . . . . . . . . . 52
projecto y en tu comunidad
En resumen & voc list . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Repaso de la lección . . . . . . . . . . . . . . . . . . . . . . . .54 actividad 1-5
Avancemos 3 U1L1 WORKBOOK leer, hablar, escuchar , escribir, cultura p14-23
Av3 @Hometutor (eBook, student resources, program resources, @Hometutor, must activate by selecting a level, then chapter, then vocabulary or gram task.
U1L1 crossword game (eBook, student resource, U1L1, review, game)
U1L1 self-check quiz (eBook, student resource, U1L1, review, self check quiz)
Chapter TEST
El Gran Desafío video of Unit 1 . Desafio activities are in Av3 @Hometutor for each unit
Avancemos 3 U1L1 objectives: To learn to describe outdoor activities and a camping trip. To talk about what you did with friends. To talk about nature experiences.
Avancemos 3 matching standards in every chapter:
1.1 Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
1.2 Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
1.3 Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
2.1 Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
2.2 Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.
3.1 Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
3.2 Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
4.1 Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
4.2 Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.
5.1 School and Global Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.
5.2 Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.