SPANISH III H
ONE YEAR
WORLD LANGUAGE DEPARTMENT
RUTHERFORD HIGH SCHOOL
SPRING 1997
PURPOSE
While using the same text as Spanish III, the Spanish III Honors course delves more deeply
into the nuance of the language, instills in the students an awareness of a powerful culture,
discusses economic and political topics, makes a historical connection with the world, offers
and analyzes selections from various literary periods and movements related to them, and
encourages the students to use their critical thinking skills to make inferences and organize
their learning into a coherent “big picture” of today’s world.
This course is designed to meet the needs of students (10, 11, 12) who are interested in
continuing with an advanced study of Spanish language, culture, and literature.
STUDENT OUTCOMES
Student outcomes are based on the New Jersey Core Curriculum Content Standards in World
Languages (grades 9-12 Standards 7.1 and 7.2).
Students will be able to:
1.
communicate and interact in a limited range of task-oriented and social
situations.
2.
respond to statements and initiate and sustain conversations with increasing
linguistic accuracy.
3.
understand sustained conversation on a number of topics.
4.
comprehend fluent speakers in everyday situations.
5.
communicate orally with increasing logic and accuracy.
6.
research language-related employment.
7.
identify common and distinct features, such as grammatical structures,
among languages.
8.
recognize and understand verbal and nonverbal cues within a culture.
9.
explore and discuss similarities and differences among various cultures.
10.
explore and discuss representative works of diverse cultures in many fields of
endeavor.
11.
analyze interrelationships between the language and the culture of a given
group of people, as evidenced in their literary works and communications, as
well as in their political, economic, and religious structures.
12.
use technology to enhance language acquisition and to acquire cultural
information in order to develop more accurate impressions of the culture
studied.
COURSE OUTLINE - SPANISH III H
I.
INTRODUCTION
Because of the wealth and breadth of the material presented in the text, in this
course the students will study six of the following units. The units will be chosen by
the students according to the interest of the group.
II.
Chapter 1: Los viajes
OBJECTIVES: The students will:
1.
2.
3.
4.
5.
learn about the travel habits of people in the Hispanic world
learn how to make and cancel plane or train reservations
review how to get the information they need in different travel situations
review how to describe completed actions in the past
read and discuss newspaper articles about Mexico City, trains in Spain, and
the weather
6. review how to talk about actions that may or may not take place; and how
to express opinions,wishes, preferences, and commands
7. review how to talk about specific things
8. read and discuss the following literary works: “Al partir “ by Gertrudis
Gómez de Avellaneda, “El viaje definitivo “ by Juan Ramón Jiménez, and
“Turismo y cultura” by Héctor Velarde.
A. Vocabulary
1. Topics
a. Topographical Formations
b. Transportation
c. Souvenirs
d. Weather
B. Cultural Readings
1. Lugares de interés turístico
a. Topic: General vacation spots and activities, the beach, mountains,
camping, archeological and historical sites.
2. El turismo
a. Topic: Spanish-speaking countries as tourist destinations and the
travel habits and vacation preferences of Spanish-speaking peoples.
C. Conversation - Un vuelo anulado
1. Topic: Missing a flight forces the traveler to make other plans.
D. Language - De viaje
1. Topic: Using real-life expressions needed in all types of travel situations.
Course Outline - Spanish III H
Page 2.
E. Structure
1. Review the preterite tense
2. Review the present subjunctive
a. formation
b. use
1.) talking about actions that may or may not take place
2.) expressing options
3.) expressing wishes, preferences and commands
3. Feminine nouns beginning with an stressed a or ha
F. Articles
1. “San Ángel: un oasis capitalino”
a. Topic: Mexico City and the market of San Ángel
2. “El AVE”
a. Topic: The high speed trains in Spain
3. “El tiempo”
a. Topic: The weather forecast
G. Literature
1. “¡Al partir! “ by Gertrudis Gómez de Avellaneda
a. Topic: Sonnet about the poet’s leaving her native Cuba
2. “El viaje definitivo” by Juan Ramón Jiménez
a. Topic: Poem about the ultimate trip, death
3. “Turismo y cultura” by Héctor Valarde
a. Topic: Satire on traveling
H. Chapter Resources
1. Workbook
2. Student Tape Manual
3. Audio Cassette I
4. Vocabulary Transparencies
5. Bell Ringer Review - Blackline Masters
6. Communication Activities Masters
7. Situation Cards
8. Computer Software: Practice and Test Generator
I. Evaluation
1. Chapter Quizzes
2. Tests - Listening Comprehension, Reading and Writing, Proficiency,
Speaking
3. Homework and Optional Projects
Course Outline - Spanish III H
III.
Page 3.
Chapter 2: Rutinas
OBJECTIVES: The students will:
1. learn some contrasts in life-styles and daily routines of people in the rural
and urban areas of Latin America
2. learn how to extend, and accept or refuse invitations
3. review the formation and uses of the imperfect tense
4. review the contrast between the uses of the preterite and imperfect tenses
5. review the use of the present subjunctive after verbs and expressions of
doubt, will desire, advice, suggestion, and emotion
6. read and discuss magazine articles about Hispanic teens, with particular
focus on education and the military service
7. read and analyze works by two twentieth-century writers; poet Nicanor
Parra and anthropologist Esperanza Molina Cubillo
A. Vocabulary
1. Topics
a.
Urban and rural daily activities including animals, agriculture,
construction, and education
b. Inviting someone to a restaurant, sporting event, and theater
c. Military Service
d. Cooking and foods
B. Cultural Readings
1. La vida diaria
a. Topic: Comparing urban and rural daily life.
2. Dos jávenes: Débora e Hipólito
b. Topic: Comparing the life-styles of Débora, a Puerto Rican teenager,
with Hipólito, a Bolivian teenager.
C. Conversation
1. Planes para hoy
a. Topic: At the breakfast table, a Spanish family discusses their plans for
the day.
D. Language 1. Ofreciendo comida
a. Topic: Expressions offering someone food and their acceptance or
refusal.
2. Para invitar
a. Topic: Expressions for inviting someone out and their acceptance or
refusal.
Course Outline - Spanish III H
Page 4.
E. Structure
1. Review the imperfect tense
2. Review the uses of the imperfect and preterite tenses
3. The subjunctive
a. expressing doubt or uncertainty
b. giving advice and making suggestions
c. expressing emotions
F. Articles
1. “Cuatro españolas a la guerra de Bosnia”
a. Topic: Four Spanish women are sent to Bosnia as part of the United
Nations forces
2. “Al día carteras”
a. Topic: The bitter-sweet emotions of the first day of school
G. Literature
1. “Sueños” by Nicanor Parra
a. Topic: Surrealistic poem about dreams
2. “Comidas y bebidas” by Esperanza Molina Cubillo
from Los atras medrileñor:El Pozo del Tío Ramimundo
a. Topic: The dining customs of Spain
H. Chapter Resources
1. Workbook
2. Student Tape Manual
3. Audio Cassette 2
4. Vocabulary Transparencies
5. Bell Ringer Review Blackline Masters
6. Communication Activity Masters
7. Situation Cards
8. Computer Software: Practice and Test Generator
I. Evaluation
1. Chapter Quizzes
2. Tests - Listening Comprehension, Reading and Writing, Proficiency,
Speaking
3. Homework and Optional Projects
Course Outline - Spanish III H
IV.
Page 5.
Chapter 3: Pasatiempos
OBJECTIVES: The students will:
1.
2.
3.
4.
learn what leisure activities are popular with Spanish-speaking people
learn to talk about the leisure activities they enjoy
learn to express opinions in both formal and colloquial language
review the special verbs requiring indirect objects, the uses of ser and
estar, and the imperative.
5. read a magazine article about windsurfing
6. learn to express the idea of length of time with hacer
7. learn the formation and use of the past subjunctive
8. learn to express the idea of having just done something with acabar de
9. read and analyze the poetic song “Adiós muchachos” and an excerpt from a
play by Miguel Mihura
A. Vocabulary
1. Topics
a. Parades, dancing, musical instruments, the Feast of San Fermin,
Carnaval
b. Theater
c. Sports
B. Cultural Readings
1. El tiempo libre
a. Topic: Spending leisure time depends on one’s interests
2. Algunos pasatiempos
a. Topic: Some “fiestas” are discussed including the running of the bulls
in Pamplona and Carnaval in Latin America
C. Conversation
1. El teatro
a. Topic: Andrés and Mara discuss going to see the play Don Juan
Tenorio.
D. Language
1. Los gustos e intereses
a. Topic: Expressions of likes and interests
2. Antipatías
a. Topic: Expressions of dislike and displeasure
3. Falta de interés o aburrimiento
a. Topic: Expressions of lack of interest or boredom
Course Outline - Spanish III H
Page 6.
E. Structure
1. Special verbs that use the indirect object.
a. Expressing surprise, interest, and annoyance
b. Expressing what you like or need
2. Ser and estar
a. Distinguishing between characteristics and conditions
b. Special uses
c. Origin and ownership
3. Commands
a. Formal and Familiar
b. Singular and Plural
c. Affirmative and Negative
4. Hace and hacia
a. Expressing duration of time
5. Acabar de
a. To have just done something
6. Imperfect Subjunctive
a. Formation
b. Uses
1.) Expressing emotions and opinions about past events
7. The Subjunctive
a. Expressing whoever, whatever, whenever, wherever, and however
b. Expressing the known and unknown (definite and indefinite
antecedents)
F. Articles
1. “Windsurf:agua, aire ¡ y divirsión!”
a. Topic: Windsurfing
G. Literature
1. “Adios muchachos”
a. Topic: The tango and the lyrics to one of the most popular ones.
2. Mi adorado Juan by Miguel Mihura
a. Topic: This scene from the play discusses Irene’s friend, Juan, and why
her father does not like him.
H. Chapter Resources
1. Workbook
2. Student Tape Manual
3. Audio Cassette 3
4. Vocabulary Transparencies
5. Bell Ringer Review - Blackline Masters
6. Communication Activities Masters
7. Situation Cards
8. Computer Software: Practice and Test Generator
Course Outline - Spanish III H
Page 7.
I. Evaluation
1. Chapter Quizzes
2. Tests: Listening Comprehension, Reading and Writing, Proficiency,
Speaking
3. Homework and Optional Projects
V.
Chapter 4: Pasajes
OBJECTIVES: The students will:
1.
2.
3.
4.
5.
6.
learn about the different stages of life
discuss important family ceremonies
review the formation and use of the future tense
review the formation and use of the conditional
learn how to make indirect statements
review the direct and indirect object pronouns when referring to people
and things already mentioned
7. review the direct and indirect object pronouns with the infinitive, gerund,
and imperative
8. read and discuss a magazine article about a wedding in a Spanish-speaking
country
9. become familiar with the language used in announcements for
engagements, weddings, obituaries, etc.
10. learn the use of the subjunctive in adverbial clauses with the conjunctions
aunque, quizás, tal vez, and ojalá
11. read and discuss a short story by Ana María Matute and two poems, one by
Ramón de Campoamor and one by Amado Nervo
A. Vocabulary
1. Topics
a. Ceremonies and events such as Baptisms, Bar Mitzvahs, Baz Mitzvahs,
weddings, funerals, birthdays
B. Cultural Readings
1. Eventos y ceremonias
a. Topic: The major events and ceremonies in the Hispanic persons life
2. Pasajes
a. Topic: A more detailed look at the important events and ceremonies of
Hispanic people of various religions
C. Conversation
1. Ceremonias familiares
a. Topic: There are three separate conversations -- at a Baptism, wedding,
and wake.
Course Outline - Spanish III H
Page 8.
D. Language
1. Fórmulas
a. Expressions of congratulations, best wishes, and sympathy used at
Baptisms, weddings, and funerals
E. Structure
1. Future tense
a. Review the formation of regular and irregular verbs
2. Conditional tense
a. Review the formation of regular and irregular verbs
3. Indirect discourse
4. Review direct and indirect object pronouns including double object
pronouns
5. The Subjunctive in Adverbial Clauses
a. After certain conjunctions
b. Sequence of tense
6. The subjunctive in Adverbial Clauses of time
7. The Subjunctive with aunque
8. The Subjunctive with quizás, tal vez, and ojalá
F. Articles
1. “La boda de Chábeli”
a. Topic: A wedding celebration
2. “Matrimonio”
a. Topic: An engagement announcement
3. “Norma de Cardona recibirá la visita del Ave Picuda”
a. Topic: A baby shower
4. “Necrológicos”
a. Topic: Obituaries
G. Literature
1. “El niño al que se de murió el amigo” by Ana María Matute
a. Topic: A short story about a boy’s growing up.
2. “Cosas del tiempo” by Ramón de Campomayer
a. Topic: A poem about growing older.
3. “En paz” by Amado Nervo
a. Topic: A poem about being at peace with one’s self.
H. Chapter Resources
1. Workbook
2. Student Tape Manual
3. Audio Cassette 4
4. Vocabulary Transparencies
5. Bell Ringer Review - Blackline Masters
6. Communications Activities Masters
7. Situation Cards
8. Computer Software: Practice and Test Generator
Course Outline - Spanish III H
Page 9.
I. Evaluation
1. Chapter Quizzes
2. Tests: Listening Comprehension, Reading and Writing, Proficiency,
Speaking
3. Homework and Optional Projects
VI.
Chapter 5: Sucesos y acontecimientos
OBJECTIVES: The students will:
1. learn about Spain’s involvement in the history of the United States
2. learn about social problems in Spain and Latin America
3. learn how to report a petty crime
4. learn how to express agreement and disagreement
5. review the present perfect tense
6. review negative and affirmative expressions
7. read three local news stories
8. learn the difference between sino and pero
9. review conjunctions that require the subjunctive
10. learn the formation and uses of the pluperfect, the conditional perfect, and
future perfect tenses
11. learn the shortened forms of certain adjectives and the suffix -isimo
12. read about the ballad, romance, and corrido as literary forms.
A. Vocabulary
1. Topics
a. Christopher Columbus’ voyages - ships, crew, etc., discovery,
exploration and colonization
b. Crime in the streets and the justice system
c. The subway
d. Fires and fire fighting
e. Storms at sea
B. Cultural Readings
1. Acontecimientos históricos
a. Topic: Historical accomplishments
2. Los españoles en la América del Norte
a. Topic: Spanish explorers in North America
C. Conversation
1. Un crimen
a. Topic: Reporting a mugging that took place in the subway
Course Outline - Spanish III H
Page 10.
D. Language
l. El acuendo y el desacuerdo
a. Expressions of agreement and disagreement
2. Una conversación que continúa
a. Expressions that are commonly used in conversation
E. Structure
1. Review the present perfect tense
2. Review negative words
3. Uses of sino and pero
4. The past prerfect tense
5. The conditional perfect tense
6. The future perfect tense
7. The shortened forms of adjectives
F. Articles
1. “Los titulares”
a. Topic: Reading headlines
2. “Los sucesos”
a. Topic: Natural disasters such as fires, storms at sea, and the effects of a
heat wave
G. Literature
1. “Abenámar”
a. Topic: A poem about the great love of the Moors for Granada
2. “En Durango comenzó”
a. Topic: A poem about Pancho Villa
H. Chapter Resources
1. Workbook
2. Student Tape Manual
3. Audio Cassette 5
4. Vocabulary Transparencies
5. Bell Ringer Review - Blackline Masters
6. Communication Activities Masters
7. Situation Cards
8. Computer Software: Practice and Test Generator
I. Evaluation
1. Chapter Quizzes
2. Tests: Listening Comprehension, Reading and Writing, Proficiency,
Speaking
3. Homework and Optional Projects
Course Outline - Spanish III H
VII.
Page 11.
Chapter 6: Los valores
OBJECTIVES: The students will:
1. learn about Hispanic values and discuss how they conmpare with
American values
2. learn other uses for the definite and indefinite articles and prepositional
pronouns
3. learn the forms and uses of the present perfect of the subjunctive
4. learn the forms and uses of the pluperfect of the subjunctive
5. learn to deal with contrary-to-fact si clauses
6. learn other ways to express ownership
7. review the forms and uses of demonstrative pronouns
8. read an excerpt by Pio Baroja and a short story, “Mi Padre” by
Manuel del Toro
A. Vocabulary
1. Topics
a. Family values, responsibilities, customs, pastimes
b. the bullfight
B. Cultural Readings
1. Los valores
a. Topic: Family values, generosity and dignity
C. Conversation
1. El que invita paga
a. Topic: Arguing about who pays the check
D. Language
1. Invitaciones
a. Topic: Expressions used to invite someone to join you for a
refreshment or meal
E. Structure
1. Special uses of the definite article
a. talking to and about other people and things
b. addressing people and referring to people
c. with days of the week
d. with reflexive verbs and referring to articles of clothing and parts of the
body
2. The indefinite article
3. Objects of the preposition pronouns
4. The present perfect subjunctive
5. The past perfect subjunctive
6. The “if” clause
7. Possessive adjectives and pronoun
8. Demonstrative adjectives and pronouns
Course Outline - Spanish III H
Page 12.
F. Articles
1. “Cartas al director”
a. Topic: A letter to the editor of a Spanish newspaper from a university
professor from Pennsylvania
2. “La muerte de Paquirri”
a. Topic: An interview of the grandson of the famous bullfighter, Paquirri
G. Literature
1. Zalacaín el aventurero by Pío Baroja
a. Topic: This excerpt of the novel describes Zalacaín’s youth in his
Basque village.
2. “Mi padre” by Manuel del Toro
a. Topic: A short story about a boy who learns the difference between true
bravery and mere bragging.
H. Chapter Resources
1. Workbook
2. Student Tape Manual
3. Audio Cassette 6
4. Vocabulary Transparencies
5. Bell Ringer Review - Blackline Masters
6. Communication Activities Masters
7. Situation Cards
8. Computer Software: Practice and Test Generator
I. Evaluation
1. Chapter Quizzes
2. Tests: Listening Comprehension, Reading and Writing, Proficiency,
Speaking
3. Homework and Optional Projects
VIII. Chapter 7: La salud y el bienestar
OBJECTIVE: The students will:
1.
2.
3.
4.
5.
6.
7.
8.
learn how Hispanics regard health and fitness
learn the vocabulary associated with a medical check-up
learn how to talk about health, both physical and mental
review irregular comparative and superlative adjectives, comparatives of
equality, reflexive verbs, and reciprocal actions
learn the uses of the relative pronouns
learn the differences between por and para
read magazine articles about the human er, noise pollution, and healthy
eating habits
read and discuss excerpts from literary works by Gabriel García Márquez
and Mario Vargas Llosa
Course Outline - Spanish III H
Page 13.
A. Vocabulary
1. Topics
a. Foods and diet
b. Medical professions
c. Medical and dental examinations
d. Noise pollution
e. Exercise and good health habits
B. Cultural Readings
1. Estadísticas sobre la salud
a. Topic: Statistics on health including foods, dentists, doctors, nurses,
medical students and hospitals.
C. Conversation
1. Un examen médico
a. Topic: Discussing a physical examination
2. ¡Estoy en forma!
a. Topic: Discussing being in good physical condition
D. Language
1. La salud
a. Topic: Expressions for asking and telling how one feels physically
2. El estado mental
a. Topic: Expressions used to tell how one feels emotionally and mentally
E. Structure
1. Comparative and superlative of adjectives
2. Comparative of equality
3. Reflexive verbs
4. Other uses of the reflexive pronoun
5. Relative pronouns
6. Contrasting por and para
7. Por and para with the infinitive
F. Articles
1. “Libreta salud estudiantil y no se fumará en colegios”
a. Topic: The prohibition of smoking in high schools in Ecuador
2. “La dieta: buenos consejos”
a. Topic: Healthy eating habits
3. “Cóme protegernos de la contaminación por el ¡Ruido!
a. Topic: How to protect ourselves from noise pollution
G. Literature
1. “Un día de éstos”, by Gabriel García Márquez
a. Topic: A short story about a Mayor who goes to the dentist with an
abscess.
Course Outline - Spanish III H
Page 14.
2. La tía Julia y el escribidor, by Mario Vargas Llosa
a. Topic: This excerpt takes place in a health club.
H. Chapter Resources
1. Workbook
2. Student Tape Manual
3. Audio Cassette 7
4. Vocabulary Transparencies
5. Bell Ringer Review Blackline Masters
6. Communication Activities Masters
7. Situation Cards
8. Computer Software: Practice and Test Generator
I. Evaluation
1. Chapter Quizzes
2. Tests: Listening Comprehension, Reading and Writing, Proficiency,
Speaking
3. Homework and Optional Projects
IX.
Chapter 8: Raíces
OBJECTIVES: The students will:
1. read about the ethnic and cultural background of the Hispanic people
2. learn how to express politeness in conversation
3. review the formation and uses of the present and imperfect progressive
tenses
4. learn to form adverbs from adjectives
5, read magazine articles about the Mayan civilization
6. read letters written by indigenous people from Latin America
7. read a magazine article about the Jewish migration from Spain and
Portugal to the Caribbean
8. learn the passive voice
9. learn the formation of -uir verbs
10. learn the exhortative form with nosotros
11. read “La bomba” a verse form with music from the black tradition in
Puerto Rico
12. read “Búcate plata,” an Afro Cuban poem
13. read a gypsy romance by Federico García Lorca
14. read a portion of a poem by a Peruvian, José Santos Chocano, about the
Indian of today
A. Vocabulary
1. Topics
a. Ethnic and cultural backgrounds
Course Outline - Spanish III H
Page 15.
B. Cultural Readings
1. La herencia etnocultural de los hispanos
a. Topic: The ethnic and cultural backgrounds of Hispanic peoples
C. Conversation
1. El voluntario y la directora del Cuerpo de Paz
a. Topic: A Peace Corps volunteer discusses his assignment in Guatemala
2. Los africanos en Latinamérica
a. Topic: Celia discusses the African influences in the Carribean, Central
America, and northern South America.
D. Language
1. Para continuar una conversación
a. Topic: Useful expressions and some rules of courtesy in conversation
E. Structure
1. Present and past progressive tenses
2. Formation of an adverb using “-mente”
3. The passive voice
4. The passive voice with “se”
5. Using verbs that end in “-uir”
6. The exhortative form with nosotros
F. Articles
1. “Descifrando un enigma ... ¿ Qué pasó realmente con la civilización maya?
a. Topic: New discoveries have shed new light on what happened to the
Mayan civilization.
2. Las cartas
a. Topic: Through literacy programs in Bolivia and other countries,
indians are learning to read and write their native languages. In this
section, some original letters written in guaraní are translated into
Spanish.
3. “La nación: Los judíos españoles y portugueses in la zona del Caribe
a. Topic: The Jewish immigration from Spain and Portugal to the
Caribbean
G. Literature
1. “La bomba”
a. Topic: The poem is a spontaneous “oral battle” between two people
done to music.
2. “Búcate plata by Nicolás Guillén
a. Topic: In this Cuban poem, a woman laments not being able to enjoy
the comforts that other people have.
3. “El prendimento de Antoñito el Camborio en el camino de Sevilla” by
Federico García Lorca
a. Topic: This poem from the book of poems, Romancero gitano, is
about what happens to a man going to see a bullfight.
Course Outline - Spanish III H
Page 16.
4.
“¡Quién sabe! by José Santos Chocano
a. Topic: This fragment of the poem, “Tres notas del alma indígena”, is
about the forgotten grandure of the indian civilizations.
H. Chapter Resources
1. Workbook
2. Student Tape Manual
3. Audio Cassette 8
4. Vocabulary Transparencies
5. Bell Ringer Review Blackline Masters
6. Communication Activities Masters
7. Situation Cards
8. Computer Software: Practice and Test Generator
I. Evaluation
1. Chapter Quizzes
2. Tests: Listening Comprehension, Reading and Writing, Proficiency,
Speaking
3. Homework and Optional Projects
VIII. LESSON - CAREER EDUCATION
(This lesson may be interpolated at any point during the year.)
A. Topic: Business letter writing.
B. Objective: To acquaint the student with the terms used in letter writing,
requesting information, and in applying for a job.
C. Activities:
1. The teacher will give the class a list of the parts of a business letter in the
target language.
2. The teacher will give the class various forms of addressing an envelope
in the target language.
3. The teacher will give the class various conclusions used in a letter.
4. The students will address an envelope in the target language.
5. The students will write examples of headings, salutations, and conclusions
in their notebooks.
6. The students will write a letter in application for a specific position, listing
their qualifications.
D. Evaluation: The students’ letters will be evaluated by the teacher.
Course Outline - Spanish III H
IX.
Page 17.
LESSON - STIMULATING WRITING
A. Topic:
B. Objective:
The sentence
Through guided instruction and models, teach the students to write
an inspired sentence in Sanish.
C. Activities:
1. Choose a general noun and verb.
Example: rain falls/la lluvia cae
2. Substitute the noun with a more specific one.
Example: drizzle/la llovizna
3. Substitute the verb with another.
Example: mists/empaña
4. Add two adjectives.
Example: cool, April/fresca, de abril
5. Add how (adverb) to the verb.
Example: lightly/ligeramente
6. Add where (adverbial of place).
Example: on the naked branches/en las ramas desnudas
7. Add when (adverbial of time).
Example: In the early days of Spring/durante los primeros días de la
primavera
8. Add why (adverbial of reason).
Example: to welcome a new season/para dar la bienvenida a una estación
nueva
Example Sentence: The cool, April drizzle mists lightly on the naked
branches in the early days of Spring to welcome a new season.
La llovizna fresca de abril empaña ligeramente en las ramas desnudas
durante los primeros días de la primavera para dar la bienvenida a una
estación nueva.
9. Write a variation of the sentence.
Example Sentence: To welcome a new season, the cool April drizzle mists
lightly the naked branches in the early days of Spring.
Para dar la blenvenida a una estación nueva, la llovizna fresca de abril
empaña ligeramente las ramas desnudas durante los primeros días de la
primavera.
Course Outline - Spanish III H
Page 18.
BIBLOGRAPHY
Text: Glencoe Spanish 3 : De viaje, Schmitt, Woodford, Glencoe, 1995
Series Components:
•Student Edition
•Teacher’s Wraparound Edition
•Writing Activities Workbook & Student
Tape Manual, Student Edition
•Writing Activities Workbook,
Teacher’s Annotated Edition
•Student Tape Manual, Teacher’s
Edition (tapescript)
•Audio Cassette Program
•Overhead Transparencies
•Video Cassette Program
•Computer Software:Practice and Test
Generator
•Communication Activities Masters
•Bell Ringer Review Blackline
Masters
•Situation Cards
•Chapter Quizzes with Answer Key
•Testing Program with Answer Key