Avancemos 3 U4L2

Avancemos 3 Vocabulary List 

Avancemos 3 textbook chapter U4L2 pdf format for access through Richland 2 students account only 

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 2 (p.259)  Flashcards


Avancemos 3 (Unit 4 Lección 2 Vocabulario) CONJUGUEMOS.com


Avancemos 3 Vocabulario Unidad 4 Lección 2 QUIZLET tasks

Nifemi Maiorano Av3 U4L2 voc page R9: https://quizlet.com/_a87yt2?x=1qqt&i=14bg31 


Avancemos 3 Voc Unidad 4 Lección 2 QUIA


Avancemos 3 Unidad 4 Lección 2 WKBK VOC ABC p.171-173 

Reglas de Pronunciación

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: ¿Quiénes son los héroes? . . . 236

VOCABULARIO. Expressing positive and negative emotions, More professions, Supporting opinions . . . . . . . 238

p239 a responder!

p240 actividad 1 (Repaso Avancemos 3 Vocabulary U4L1 Describe people ) 

p240 actividad 2, DYGI (stop sign)

Avancemos 3 Unidad 4 Lección 2 WKBK VOC ABC p.171-173

 superlatives with comparison Lesson

L2c1B comparison&superlative

GRAMÁTICA 1

Avancemos 3 U4L1 DYGI WKBK subjunctive with doubt


Subjunctive w doubt & emotions

GRAMÁTICA 2

Subjunctive with emotions
L2c4A Superlatives Extreme -ísimo

Present Subjunctive vs Indicative Lesson   (if we need to review when to use subjunctive vs factual events.)


Subjunctive Present vs indicative.ppt
subjuntivo (presente) Repaso by GH

Lectura literaria: «La ñapa» Julia Álvarez . . . . . . . . . . 254-7




Comparación cutural Héroes del Caribe p262-263. 

p264-265 video and questions 1, 2,3, a puntes & después del video

El Gran Desafío video of Unit 4 . Desafio activities are in Av3 @Hometutor for each unit.


p266-267 ........................... Unidad 1-4 Repaso inclusivo actividad 1-7

Av3 U4L2 objectives: To learn describe people and things. To express doubt, denial, and disbelief. To express positive and negative emotions


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.