Avancemos 3 U4L1
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 4 Lección 1 (p.233) Flashcards
Avancemos 3 (Unidad 4 Lección 1 Vocabulario) CONJUGUEMOS.com
Avancemos 3 Vocabulario Unidad 4 Lección 1 QUIZLET tasks
Krishiv Naik Av3 U4L1v voc page R8 https://quizlet.com/_a87ujd?x=1qqt&i=3qfi3s
Avancemos 3 Voc Unidad 4 lección 1 QUIA
Avancemos 3 Voc Unidad 4 Lección 1 WORKBOOK VOC ABC p.148-150
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: ¿Quién te inspira? . . . . . . . . . . . 210
VOCABULARIO. Describing others, Professions . . . . 212 (audio & text)
p213 A responder!
p214 act 1(Repaso Ser or estar)
p214 actividad 2,3, PyP (stop sign)
Vocabulario en Contexto 1: Caracterización de los personajes . . 215
p216 actividad 4
Suffixes : Adjective to Nouns p216 nota gramatical
P216 PyP (stop sign)
Ser & Estar lesson
Present Subjunctive vs Indicative Lesson (to review when to use subjunctive vs factual events.)
GRAMÁTICA 1
Subjunctive with Ojalá and Verbs of Hope . . . . 217
Práctica . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
p218 actividad 6, 7,8
p219 actividad 9, PyP (stop sign)
Vocabulario en Contexto 2: El guión . . . . . . . . . . . . . . . . . . . . . 220 (text & audio)
p221 actividad 10,11,12, Pyp (stop sign)
GRAMÁTICA 2
Subjunctive with verbs of influence . . . . . . . . . . 222
Avancemos 3 U4L1 WKBK Gram ABC subjunctive influence p.154-156
Práctica . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p223
p223 actividad 13,14
p224 actividad 15, 16(read & write), PyP(stop sign)
TODO JUNTO. Contexto 3: Diálogo . . . . . . . . . . . .. . . p.225-226 (audio & text)
p226 actividad 17
p227 actividad 18, 19, Pyp (stop sign)
Avancemos 3 U4L1 WKBK Gram ABC subjunctive influence p.157-158
Lectura literaria: «El sueño de América» Esmeralda Santiago . . . . 228-230
p229 reflexiona reading questions
p230 A pensar & reflexiona reading questions
p231 A pensar & PyP (stop sign) reading questions
Conexiones: Promedios en el béisbol . . . . . . . . 232
En resumen & vocabulary list . . . . . . . . . . . . . . . . 233
Repaso de la lección . . . . . . . . . . . . . . . . . . . . . . p234 actividad 1-5
Av3 @Hometutor (eBook, student resources, program resources, @Hometutor, must activate by selecting a level, then chapter, then vocabulary or grammar task.
U4L1 Word Factory game (eBook, student resource, U4L1, review, game)
U4L1 self-check quiz (eBook, student resource, U4L1, review, self check quiz)
Chapter U4L1 TEST
El Gran Desafío video of Unit 4 . Desafio activities are in Av3 @Hometutor for each unit
Av3 U4L1 objectives: To learn to describe people. To tell others what to do. To express wishes and desires
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.