Avancemos 3 U6L1

Avancemos 3 Vocabulary List 

Avancemos 3 textbook chapter Unidad 6 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 6 Lección 1 (p.353)  Flashcards

AV3 U6L1 page R12 by Nathaly Velasquez https://quizlet.com/673430122/avancemos-3-vocabulario-u6l1-p-r12-flash-cards/?new


Avancemos 3 (Unit 6 Lección 1 Vocabulario) CONJUGUEMOS.com


Avancemos 3 Vocabulario Unidad 6 Lección 1 QUIZLET tasks

U6L1 Vocabulary Cross Word puzzle game (eBook, student resource, U6L1, review, game)

Avancemos 3 Voc Unidad 6 Lección 1 QUIA


Avancemos 3 U6L1 wkbk Vocabulary ABC p246-248

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: La vida en la ciudad . . . . . . . . 330

VOCABULARIO. Around the neighborhood, An apartment in the city . . . . .p332-333

p333 A Responder 

p334 actividad 2 (Repaso Preterite tense of regular verbs & Preterite (-car/-gar/-zar) & Preterite (stem-changing verbs) &  Preterite stem-change (i-y) & (IR & SER Preterite) & 16 verbs Irregular preterite )

P334 actividad 1, DYGI (PyP stop sign)

Avancemos 3 U6L1 wkbk Vocabulary ABC p246-248

Avancemos 3 U6L1 DYGI WKBK Vocabulary about neighborhoods

p336 actividad 3, 4, DYGI (PyP stop sign)

GRAMÁTICA 1

P338 act 5&6

P339 act 7 , 8 & DYGI (PyP stop sign)

Avancemos 3 U6L1 WKBK Past Participles p249-251

p341 actividad 9, 10, 11, DYGI (PyP stop sign)

p341 actividad 10 (Repaso Double DOP/IOP/Reflex OP)

AV3 U6L1 DYGI WKBK past participles

past participles ado/ido

GRAMÁTICA 2

p.343 actividad 12, 13

p.344 actividad 14, 15, DYGI (PyP stop sign)

Avancemos 3 U6L1 WKBK Present Perfect Tense p252-254


Avancemos 3 U6L1 DYGI WKBK Present Perfect Tense

Todo junto. Contexto 3: Diálogo . . . . . . . . . . . . . . . . . p345-346 (escuchar/read)

p346 actividad 16, 17

p347 actividad 18, 19, DYGI (PyP stop sign)

Avancemos 3 U6L1 WKBK  Integración p255-256

Perfect (present) AV3 U6L1

Lectura literaria: «Manolito Gafotas» Elvira Lindo . . . .. . . . . . 348-351

p349 a pensar (reading questions)

p350 reflexiona (reading questions)

p351 a pensar (reading questions)

p351 DYGI (PyP stop sign) (reading questions)




Av3 U6L1 objectives: To learn to talk about the neighborhood. To describe places and things. To say what has happened


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.