Avancemos 3 U6L2

Avancemos 3 Vocabulary List 

Avancemos 3 textbook chapter Unidad 6 Leccion 2 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 2 (p.379)  Flashcards


Avancemos 3 (Unit 6 Lección 2 Vocabulario) CONJUGUEMOS.com


Av3 Voc U6L2 page R13 by Aida Lopez-Hernandez  https://quizlet.com/_b4xxj4?x=1qqt&i=ryp28 


Avancemos 3 Voc Unidad 6 Lección 2 todo QUIA


Avancemos 3 wkbk U6L2 Vocabulary ABC p269-271

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: Fuera de la ciudad . . . . . . . . . . 356

VOCABULARIO. Traveling by train, Describing a cultural excursion . . . . . . 358-359

p359 a responder

p360 actividad 2 (Repaso Present perfect tense)

p360 actividad 3 (Repaso Informal Tú Commands)

p360 actividad 1,3, DYGI (PyP stop sign)

Avancemos 3 WKBK U6L2 Vocabulary ABC p269-271

Contexto 1: Guía del viajero . . . . . . . . . . . . . . . . 361

p362 actividad 4, 5, DYGI (PyP stop sign)

Avancemos 3 WKBK DYGI U6L2 vocabulary about excursions

GRAMÁTICA 1

P364 actividad 6,

p364 actividad 7 (Repaso U6L1neighborhood Avancemos 3 Vocabulary List )

p365 actividad 8,9, DYGI (PyP stop sign)

Avancemos 3 WKBK U6L2 PAST PERFECT p272-275

p367 actividad 10, 11, 12, DYGI (PyP stop sign)

Avancemos 3 DYGI WKBK U6L2 Past Perfect Tense

U6L2 Past Perfect tense (pluscuamperfecto) Collision Course game (eBook, student resource, U6L2, review, game)

Perfect (Past) / pluperfect AV3 U6L2

GRAMÁTICA 2

p369 actividad 13, 14

p370 actividad 15, 16, DYGI (PyP stop sign)

Avancemos 3 WKBK U6L2 FUTURE PERFECT TENSE p275-277

Todo junto. Contexto 3: Diálogo . . . . . . . . . . . . . . . . . . . . . . 371-372

p372 actividad 17, 18

p373 actividad 19, 20, DYGI (PyP stop sign)

Avancemos 3 DYGI WKBK U6L2 Future Perfect Tense

Perfect (Future) Av3 U6L2

Lectura literaria: «Romance sonámbulo» Federico García Lorca . . .. 374-377

p375 a pensar (reading questions)

p376 a pensar (reading questions)

p376 Reflexiona (reading questions)

P377 a pensar 1 & 2 (reading questions)

p377 DYGI (PyP stop sign - 5 reading questions)



Comparación cultural p382-383. 


DESAFíO p384-385 video and questions 1, 2,3, a puntes & después del video

El Gran Desafío video of Unit 6 .  Desafio activities are in Av3 @Hometutor for each unit


Repaso inclusivo Unidad 1-6 actividad 1-7 

Av3 U6L2 objectives:  To learn to describe an excursion. To express what will have happened. to talk about the history of a place. 


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.