Avancemos 3 U5L1

Avancemos 3 Vocabulary List 

Avancemos 3 textbook chapter Unidad 5 Leccion 1 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 5 Lección 1 (p.293)  Flashcards


Avancemos 3 (Unit 5 Lección 1 Vocabulario) CONJUGUEMOS.com


Avancemos 3 Vocabulario Unidad 5 Lección 1 QUIZLET tasks

Margaret AV3 U5L1 Voc page R10 https://quizlet.com/618260649/avancemos-3-vocab-r10-flash-cards/?x=1jqt 

U5L1 Word Factory game (eBook, student resource, U5L1, review, game)

Avancemos 3 Voc Unidad 5 Lección 1 QUIA


Avancemos 3 WKBK U5L1 Vocabulary p197-199

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. 

Los países

Tema: Comuniquémonos entre naciones .. . 270

VOCABULARIO. Travel preparations, Computers, Requirements and conditions

read & audio (p272-273) P273 A responder!

p274 actividad 1, 2, 3, DYGI

AV3 WKBK U5L1 Vocabulary p197-199

p276 actividad 4, DYGI

AV3 DYGI WKBK U5L1 Vocabulary 

p276 nota gramatical Expressions with sea p276 actividad 5

Subjuntivo con SEA Av3-U5L1

GRAMÁTICA 1

p278 actividad 6, 7

p279 actividad 8, 9, DYGI

U5L1 WKBK subjunctive w conjunctions p200-202

AV3 WKBK U5L1 subjunctive after adverbial conjunction p200-202

p281 actividad 10, 11, 12, DYGI

U5L1 DYGI WKBK subjunctive after adverbial conjunctions 

Subjuntivo w conjunciones de tiempo Av3-U5L1

GRAMÁTICA 2

P283 actividad 13 & 14

P284 actividad 15, 16, DYGI

AV3 WKBK U5L1 subjunctive w unknown p203-205

TODO JUNTO

Subjunctive w unknown

Lectura literaria: «La ciudad de los mapas» Edmundo Paz Soldán . . . . . . 288

p289 Reflexiona (reading questions). p290 A pensar (reading questions)

p291 a pensar (reading questions). P291 DYGI PyP (stop sign) (reading questions 7)

 Ciudad de los Mapas Study Quizlet p289 https://quizlet.com/314463764/ciudad-de-los-mapas-study-flash-cards/ .

Aguamarina, Bolivia es una cuidad de la imaginacion de Edmundo Paz Soldan




Av3 U5L1 objectives:  To learn to talk about personal items. To talk about requirements. to express what does and does NOT exist.


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.