Sunday, November 25, 2012
November 26 to November 30 Lesson Plans
Mr. Whittle
Spanish II
November 26-November 30
Unit: ¿Vamos de Viaje?
Overarching Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards high intermediate to advanced low fluency.
Monday
Daily Enduring Understanding: Students will be able to ask and understand target questions as well as respond in Spanish about vacations.
Daily Activities:
Entry Task
Whiteboard texting activity with target questions.
Partner dialog with 5 target questions.
1. Q: ¿Por qué vas (to the) (place)? A: Voy (to the) (place) para (verb),
2. Q: ¿Por qué fuiste (to the) (place)? A: Fui (to the) (place) para (verb),
3. Q: ¿Qué necesitas para (verb) A: Necesito (noun) para (verb).
4. Q: ¿Qué estás haciendo? A: Estoy (verb-ar+ando or verb –er/ir+iendo).
5. Q ¿Qué vas a llevar contigo y por qué? A. Voy a llevar (noun) para (verb). 6. ¿Qué tienes puesto? Tengo puesto (article of clothing).
Daily Assessment: Teacher observations during partner dialog. Looking for correct question and answers. Focus on meaning of each word and knowing what you are trying to say as you speak.
Homework: Study All Flashcards/Notes
Tuesday
Daily Enduring Understanding: Same as Monday
Daily Activities:
Translation Activity
Partner dialogs
Vacation picture, Q and A #1
Daily Assessment: Same as Monday
Homework: Study Flashcards
Wednesday
Daily Enduring Understanding: Same as Tuesday
Daily Activities:
Vacation Picture Translation Activity
Vacation Picture Listening activity #2
Charades with question #4
Large group
Small group
Daily Assessment: Exit ticket: One of the five questions. Looking for correct answers in Spanish.
Homework: Study flashcards
Thursday
Daily Enduring Understanding: Same as Monday.
Daily Activities:
Picture vacation Q and A #3.
Homework Instructions: Vacation picture writing.
Daily Assessment: Exit ticket: ¿Cuando vas a esquiar en las montañas, ¿qué vas a llevar contigo y por qué? Looking for appropriate responses.
Homework: Students will get a picture to write a description of the event in Spanish.
Friday
Daily Enduring Understanding: Same as Monday
Daily Activities:
Partner Share with their homework. (Ask and answer questions using target questions)
Project Preparation/rubric. Begin Rough draft of writing workshop..
Daily Assessment: Observations of homework share...iPad for formative assessment and data collection.
Homework: Organize project with rubric
Mr. Whittle
CWU Spanish 153
November 26-November 30
Unit: ¿Voy de Viaje?
Overarching Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards middle intermediate fluency.
Monday:
Daily Enduring Understanding: Students will be able to use their focus vocabulary and verbs for given travel situations.
Daily Activities: (Two days)
Arriba 5th Edition Page 308 9-20.
Write it all in Spanish on a separate piece of paper and then translate to English.
Pg 309, 9-21 Instead of using a partner, they will write down two different things they would do in the given situation, in a complete sentence in Spanish.
9-22… copy the following url into the computer on the left. http://media.pearsoncmg.com/ph/hss/SSA_CHAPTER_AUDIO/ml_zayas_arriba_5/chapter_audio.php?id=250
Have the students read each question and translate them before playing the audio. Play the audio up to three times for them. Have them select the correct response based on what they heard.
9-23…Take turns with a partner, comparing what they prefer to do on their vacations. After copying the chart and filling it out with their partner, having asked the questions in complete sentences in Spanish, then they will each write a Compare and contrast paragraph summary in Spanish.
Daily Assessment:
1. Observations of conversations, looking for correct vocabulary, verbs, and syntax.
Homework: Finish up to 9-21
Tuesday: Same assignment as yesterday.
Homework: Finish the assignment.
Wednesday
Daily Enduring Understanding: Same
Daily Activities:
Situations Preparations...teacher assign groups.
Begin Situation Preparations
Daily Assessment: Observations of situations using iPad for formative assessment and data collection.
Homework: Prepare situations and practice.
Thursday
Daily Enduring Understanding: Same
Daily Activities:
Situation Presentations
Daily Assessment: Same
Friday
Daily Enduring Understanding: Same
Daily Activities:
Situation Presentations
Daily Assessment: Same
Homework: None
Friday, August 31, 2012
Week One
Name: Nathan Whittle
Course: College Spanish
Unit: ¿Vamos de viaje?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards high intermediate to advanced low fluency.
Date
Date
8/27/12-8/30/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will know at what level they are in their Spanish. 1. Proficiency Test in computer lab.
2. While they test: Set up ipad app.
3. Hand in proficiency rubric
4. There isn’t a syllabus yet. I am waiting for the college on this one. Instead we will have a class discussion.
5. Dile que lyrics (homework) if time. Students will use actfl guidelines to assess their ability while using the rubric as evidence.
Tuesday Students will be able to identify verbs, dop’s, and idops in context. 1. Dile que lyrics activity. Focus on verbs, dop, and idop.
2. Class environment and norms.
3. Survivor groups (if time) I will collect the lyrics and check for correct identification of verbs, dop’s and idop’s.
Wednesday Students will be able to understand the target verbs when spoken. 1. Work with dile que.
2. DOP vs IDOP activity
3. Assign dile que. (2 weeks to learn the song)
4. (If time)TPR with new verbs. Observations of gestures and sounds, looking for correct gestures.
Thursday Students will understand the infinitives of the new verbs when spoken in Spanish 1. Dile que to start class.
2. TPR with new verbs.
3. Survivor groups (if not done yet)
4. First survivor challenge Exit Ticket: I will say the verb in Spanish and then the student will show me they understand by showing me the correct gesture. (track with ipad)
Friday No school
Course: Spanish II
1. Unit: ¿Qué desea usted?
Enduring Understanding: Students will communicate in Spanish through listening and understanding, speaking, reading, and writing while working towards middle intermediate fluency.
Date
8/27/12-8/30/12 What the student should know, understand, or be able to do Teacher/Student Activities Daily Assessment/Closure
Monday Students will know at what level they are in their Spanish. 6. Proficiency Test in computer lab.
7. While they test: Set up ipad app.
8. Hand in proficiency rubric
9. Syllabus Homework Students will use actfl guidelines to assess their ability while using the rubric as evidence.
Tuesday Students will help create norms as well as understand classroom procedures. 1. TPR (new verbs) 5 minutes.
2. Syllabus Quiz
3. Collect Syllabus (Due Thursday)
4. Classroom environment Activity
5. Create Norms. Quiz will ensure that the students have read the syllabus. Ongoing assessment of class norms will continue throughout the year.
Wednesday Same as Tuesday 1. TPR (new verbs) 5 minutes
2. Continue Classroom environment activity and class norms.
3. Create Survivor groups (If time)
Same as Tuesday
Thursday Students will understand the infinitives of the new verbs when spoken in Spanish 1. Create Survivor groups (if not done already)
2. Collect Syllabus
3. First survivor challenge. TPR w/ new verbs. Exit Ticket: I will say the verb in Spanish and then the student will show me they understand by showing me the correct gesture. (track with ipad)
Friday No School
Thursday, March 29, 2012
Thursday, March 29
Spanish II:
Worked on project in the lab.
Due tomorrow at the end of class.
Spanish III/IV:
Main clauses/subjunctive/command challenge.
Will post homework below...
Worked on project in the lab.
Due tomorrow at the end of class.
Spanish III/IV:
Main clauses/subjunctive/command challenge.
Will post homework below...
Subjunctive Notes
http://www.studyspanish.com/lessons/subj1.htm
The subjunctive is not a tense; rather, it is a mood. Tense refers to when an action takes place (past, present, future), while mood merely reflects how the speaker feels about the action. The subjunctive mood is rarely used in English, but it is widely used in Spanish.
Here are some examples of the subjunctive being used in English:
The doctor recommends that he take the pills with food.
Subjunctive conjugation: he take
The law requires that you be 18 years old to vote.
Subjunctive conjugation: you be
If I were a rich man, I wouldn't have to work hard.
Subjunctive conjugation: I were
So far, you have studied verb tenses in the indicative mood. The indicative mood is used to express factual information, certainty, and objectivity.
Usted va al Perú en diciembre.
You are going to Peru in December.
The above sentence merely reports the fact that you are going to Peru in December, so the indicative mood is used.
Let's change the above example slightly:
No dudo que usted va al Perú en diciembre.
I don't doubt that you are going to Peru in December.
In the above sentence, the clause "no dudo" introduces a quality of certainty, -- the speaker has no doubt, so the indicative mood is used in the second clause (va) as well as the first (no dudo).
Let's make another slight change to our example:
Dudo que usted vaya al Perú en diciembre.
I doubt that you are going to Peru in December.
In the above sentence, the clause "dudo" introduces a quality of uncertainty, -- the speaker does have doubt, so here the subjunctive mood is used in the second clause (vaya).
The subjunctive mood is used to express everything except certainty and objectivity: things like doubt, uncertainty, subjectivity, etc.
Yo dudo que usted vaya al Perú en diciembre.
I doubt that you are going to Peru in December.
Since the above statement does not express certainty, the subjunctive (vaya) is required in the second clause.
The difference between indicative and subjunctive is the difference between certainty/objectivity (indicative) and possibility/subjectivity (subjunctive).
Indicative
John goes to the store.
(This sentence merely states the certain, objective fact that John goes to the store.)
I know that John goes to the store.
(The clause "I know" tells us that the speaker feels that it is a certain, objective fact that John goes to the store.)
There is no doubt that John goes to the store.
(The clause "there is no doubt" tells us that the speaker feels that it is a certain, objective fact that John goes to the store.)
Subjunctive
I want John to go to the store.
(The clause "I want" tells us that the speaker feels that there is uncertainty as to whether John goes to the store.)
I hope that John goes to the store.
(The clause "I hope" tells us that the speaker feels that there is uncertainty as to whether John goes to the store.)
It is possible that John will go to the store.
(The clause "it is possible" tells us that the speaker feels that there is uncertainty as to whether John goes to the store.)
It's good that John goes to the store.
(The clause "it's good" alerts us that the speaker is about to express a subjective opinion.)
It's important that John goes to the store.
(The clause "it's important" alerts us that the speaker is about to express a subjective opinion.)
Because there must be some uncertainty or subjectivity to warrant the use of the subjunctive, you will usually see it in sentences that contain a main clause which introduces a quality of uncertainty or subjectivity.
I hope she will come.
I hope = main clause
I know she will come.
I know = main clause
I feel she will come.
I feel = main clause.
The above examples all have main clauses, but only the first and the third introduce an element of uncertainty or subjectivity.
In learning to use the subjunctive, it is quite helpful if one can first recognize such clauses. The following is a list of clauses commonly associated with the use of the subjunctive:
a menos que ...
unless ...
antes (de) que ...
before ...
con tal (de) que ...
provided that ...
cuando ...
when ...
conviene que ...
it is advisable that ...
después (de) que ...
after ...
dudar que ...
to doubt that ...
en caso de que ...
in case ...
en cuanto ...
as soon as ...
es aconsejable que ...
it's advisable that ...
es bueno que ...
it's good that ...
es difícil que ...
it's unlikely that ...
es dudoso que ...
it is doubtful that ...
es fácil que ...
it's likely that ...
es fantástico que ...
it's fantastic that ...
es importante que ...
it's important that ...
es imposible que ...
it's impossible that ...
es improbable que ...
it's unlikely that ...
es incierto que ...
it's uncertain that ...
es increíble que ...
it's incredible that ...
es (una) lástima que ...
it's a pity that ...
es malo que ...
it's bad that ...
es mejor que ...
it's better that ...
es menester que ...
it's necessary that ...
es necesario que ...
it's necessary that ...
esperar que ...
to wish that ...
es posible que ...
it's possible that ...
es preciso que ...
it's necessary that ...
es preferible que ...
it's preferable that ...
es probable que ...
it's probable that ...
es raro que ...
it's rare that ...
es ridículo que ...
it's ridiculous that ...
estar contento que
to be happy that ...
es terrible que ...
it's terrible that ...
hasta que ...
until ...
insistir en que ...
to insist that ...
mandar que ...
to order that ...
más vale que ...
it's better that ...
mientras que ...
while ...
negar que ...
to deny that ...
no creer que ...
not to believe that ...
no es cierto que ...
it's not certain that ...
no estar convencido de que ...
to not be convinced that ...
no estar seguro de que ...
to not be sure that ...
no es verdad que ...
it's not true that ...
no imaginarse que ...
to not imagine that ...
no parecer que ...
to not seem that ...
no pensar que ...
to not think that ...
no suponer que ...
to not suppose that ...
ojalá que ...
if only he would ...
para que ...
in order that ...
pedir que ...
to ask that ...
preferir que ...
to prefer that ...
prohibir que ...
to prohibit that ...
puede ser que ...
it may be that ...
querer que ...
to want that ...
recomendar que ...
to recommend that ...
rogar que ...
to plead that ...
sentir que ...
to regret that ...
sin que ...
without ...
sugerir que ...
to suggest that ...
tan pronto como ...
as soon as ...
temer que ...
to fear that ...
tener miedo de que ...
to be afraid that ...
As you can see, the list is quite long, and this isn't even a complete list! There are even more expressions that trigger use of the subjunctive that we haven't included. Instead of trying to memorize such a long list, why not familiarize yourself with a much shorter list of expressions with which the subjunctive is not used?
creer que ...
to believe that ...
no dudar que ...
to not doubt that ...
es cierto que ...
it is certain that ...
es claro que ...
it is clear that ...
es evidente que ...
it is certain that ...
es obvio que ...
it is obvious that ...
estar seguro que ...
to be sure that ...
es verdad que ...
it is true that ...
no cabe duda que ...
there's no doubt that ...
no es dudoso que ...
it is not doubtful that ...
no hay duda que ...
there is no doubt that ...
Since these expressions introduce a quality of certainty, they do not trigger the use of the subjunctive.
If you encounter a sentence with a main clause followed by a second clause, and the main clause introduces a quality of certainty or objectivity, the sentence will use the indicative mood in the second clause, since the sentence will be reporting something certain.
If you encounter a sentence with a main clause followed by a second clause, and the main clause does not introduce a quality of certainty or objectivity, the sentence will usually use the subjunctive mood in the second clause, since the sentence will not be reporting something certain.
The subjunctive is not a tense; rather, it is a mood. Tense refers to when an action takes place (past, present, future), while mood merely reflects how the speaker feels about the action. The subjunctive mood is rarely used in English, but it is widely used in Spanish.
Here are some examples of the subjunctive being used in English:
The doctor recommends that he take the pills with food.
Subjunctive conjugation: he take
The law requires that you be 18 years old to vote.
Subjunctive conjugation: you be
If I were a rich man, I wouldn't have to work hard.
Subjunctive conjugation: I were
So far, you have studied verb tenses in the indicative mood. The indicative mood is used to express factual information, certainty, and objectivity.
Usted va al Perú en diciembre.
You are going to Peru in December.
The above sentence merely reports the fact that you are going to Peru in December, so the indicative mood is used.
Let's change the above example slightly:
No dudo que usted va al Perú en diciembre.
I don't doubt that you are going to Peru in December.
In the above sentence, the clause "no dudo" introduces a quality of certainty, -- the speaker has no doubt, so the indicative mood is used in the second clause (va) as well as the first (no dudo).
Let's make another slight change to our example:
Dudo que usted vaya al Perú en diciembre.
I doubt that you are going to Peru in December.
In the above sentence, the clause "dudo" introduces a quality of uncertainty, -- the speaker does have doubt, so here the subjunctive mood is used in the second clause (vaya).
The subjunctive mood is used to express everything except certainty and objectivity: things like doubt, uncertainty, subjectivity, etc.
Yo dudo que usted vaya al Perú en diciembre.
I doubt that you are going to Peru in December.
Since the above statement does not express certainty, the subjunctive (vaya) is required in the second clause.
The difference between indicative and subjunctive is the difference between certainty/objectivity (indicative) and possibility/subjectivity (subjunctive).
Indicative
John goes to the store.
(This sentence merely states the certain, objective fact that John goes to the store.)
I know that John goes to the store.
(The clause "I know" tells us that the speaker feels that it is a certain, objective fact that John goes to the store.)
There is no doubt that John goes to the store.
(The clause "there is no doubt" tells us that the speaker feels that it is a certain, objective fact that John goes to the store.)
Subjunctive
I want John to go to the store.
(The clause "I want" tells us that the speaker feels that there is uncertainty as to whether John goes to the store.)
I hope that John goes to the store.
(The clause "I hope" tells us that the speaker feels that there is uncertainty as to whether John goes to the store.)
It is possible that John will go to the store.
(The clause "it is possible" tells us that the speaker feels that there is uncertainty as to whether John goes to the store.)
It's good that John goes to the store.
(The clause "it's good" alerts us that the speaker is about to express a subjective opinion.)
It's important that John goes to the store.
(The clause "it's important" alerts us that the speaker is about to express a subjective opinion.)
Because there must be some uncertainty or subjectivity to warrant the use of the subjunctive, you will usually see it in sentences that contain a main clause which introduces a quality of uncertainty or subjectivity.
I hope she will come.
I hope = main clause
I know she will come.
I know = main clause
I feel she will come.
I feel = main clause.
The above examples all have main clauses, but only the first and the third introduce an element of uncertainty or subjectivity.
In learning to use the subjunctive, it is quite helpful if one can first recognize such clauses. The following is a list of clauses commonly associated with the use of the subjunctive:
a menos que ...
unless ...
antes (de) que ...
before ...
con tal (de) que ...
provided that ...
cuando ...
when ...
conviene que ...
it is advisable that ...
después (de) que ...
after ...
dudar que ...
to doubt that ...
en caso de que ...
in case ...
en cuanto ...
as soon as ...
es aconsejable que ...
it's advisable that ...
es bueno que ...
it's good that ...
es difícil que ...
it's unlikely that ...
es dudoso que ...
it is doubtful that ...
es fácil que ...
it's likely that ...
es fantástico que ...
it's fantastic that ...
es importante que ...
it's important that ...
es imposible que ...
it's impossible that ...
es improbable que ...
it's unlikely that ...
es incierto que ...
it's uncertain that ...
es increíble que ...
it's incredible that ...
es (una) lástima que ...
it's a pity that ...
es malo que ...
it's bad that ...
es mejor que ...
it's better that ...
es menester que ...
it's necessary that ...
es necesario que ...
it's necessary that ...
esperar que ...
to wish that ...
es posible que ...
it's possible that ...
es preciso que ...
it's necessary that ...
es preferible que ...
it's preferable that ...
es probable que ...
it's probable that ...
es raro que ...
it's rare that ...
es ridículo que ...
it's ridiculous that ...
estar contento que
to be happy that ...
es terrible que ...
it's terrible that ...
hasta que ...
until ...
insistir en que ...
to insist that ...
mandar que ...
to order that ...
más vale que ...
it's better that ...
mientras que ...
while ...
negar que ...
to deny that ...
no creer que ...
not to believe that ...
no es cierto que ...
it's not certain that ...
no estar convencido de que ...
to not be convinced that ...
no estar seguro de que ...
to not be sure that ...
no es verdad que ...
it's not true that ...
no imaginarse que ...
to not imagine that ...
no parecer que ...
to not seem that ...
no pensar que ...
to not think that ...
no suponer que ...
to not suppose that ...
ojalá que ...
if only he would ...
para que ...
in order that ...
pedir que ...
to ask that ...
preferir que ...
to prefer that ...
prohibir que ...
to prohibit that ...
puede ser que ...
it may be that ...
querer que ...
to want that ...
recomendar que ...
to recommend that ...
rogar que ...
to plead that ...
sentir que ...
to regret that ...
sin que ...
without ...
sugerir que ...
to suggest that ...
tan pronto como ...
as soon as ...
temer que ...
to fear that ...
tener miedo de que ...
to be afraid that ...
As you can see, the list is quite long, and this isn't even a complete list! There are even more expressions that trigger use of the subjunctive that we haven't included. Instead of trying to memorize such a long list, why not familiarize yourself with a much shorter list of expressions with which the subjunctive is not used?
creer que ...
to believe that ...
no dudar que ...
to not doubt that ...
es cierto que ...
it is certain that ...
es claro que ...
it is clear that ...
es evidente que ...
it is certain that ...
es obvio que ...
it is obvious that ...
estar seguro que ...
to be sure that ...
es verdad que ...
it is true that ...
no cabe duda que ...
there's no doubt that ...
no es dudoso que ...
it is not doubtful that ...
no hay duda que ...
there is no doubt that ...
Since these expressions introduce a quality of certainty, they do not trigger the use of the subjunctive.
If you encounter a sentence with a main clause followed by a second clause, and the main clause introduces a quality of certainty or objectivity, the sentence will use the indicative mood in the second clause, since the sentence will be reporting something certain.
If you encounter a sentence with a main clause followed by a second clause, and the main clause does not introduce a quality of certainty or objectivity, the sentence will usually use the subjunctive mood in the second clause, since the sentence will not be reporting something certain.
Wednesday, March 28, 2012
Wednesday, March 28
Spanish II:
Worked in lab on the project.
Due on Friday.
Spanish III/IV:
Entry task was to write everything you know about the subjunctive.
Lecture with examples on the command and subjunctive.
See post titled "Subjunctive notes" and take notes by hand.
Worked in lab on the project.
Due on Friday.
Spanish III/IV:
Entry task was to write everything you know about the subjunctive.
Lecture with examples on the command and subjunctive.
See post titled "Subjunctive notes" and take notes by hand.
Tuesday, March 27, 2012
Tuesday, March 27
Spanish II:
Worked in lab on the project.
Spanish III/IV:
learnspanish.com
verb drills
Lessons 18-20
Worked in lab on the project.
Spanish III/IV:
learnspanish.com
verb drills
Lessons 18-20
Monday, March 26, 2012
Monday, March 26
Spanish II:
1. Introduction to our project.
2. Follow the following instructions with the first four paragraphs of the project.
1. Use the endings to figure out who is doing the actions of each verb, then translate the verb directly above it on the paper.
2. Read the four paragraphs for comprehension...no translation. If you don't understand a verb then you need to circle it.
3. Translate the words you circled and write the translations above the word on the paper.
4. Reread for comprehension.
5. On the back of the paper, write a quick summary of the paragraph in English.
Hace dos años hubo un terremoto en Chile. Ocurrió a las tres y media de la mañana, el día 27 de febrero. Ese terremoto produjo un fuerte tsunami que devastó las ciudades en la costa de Chile. El sismo, que alcanzó una magnitud de 9, es considerado el segundo más fuerte de la historia del país. Las réplicas del terremoto se sentían hasta en Argentina, el país vecino de chile. En total hubo más que quinientos (500) difuntos (muertos) y miles de heridos.
Ahora, vamos a pretender. Hoy es el 27 de febrero del año 2010. Son las siete de la mañana. Eres de los Estados Unidos, pero trabajas como voluntario para la cruz roja en la provincia de Valparaíso. Esta región sintió, más fuerte, el impacto del sismo.
Tu trabajo es transcribir las conversaciones entre el médico de la cruz roja y las víctimas del terremoto. Esto significa que tienes que escribir exactamente lo que dicen el doctor y los pacientes.
Vas a transcribir 20 diálogos en los registros médicos de la cruz roja. Cada paciente va a tener un estado de salud diferente.
Spanish III/IV:
Learnspanish.com
Verb Drills
Lessons 21-23
1. Introduction to our project.
2. Follow the following instructions with the first four paragraphs of the project.
1. Use the endings to figure out who is doing the actions of each verb, then translate the verb directly above it on the paper.
2. Read the four paragraphs for comprehension...no translation. If you don't understand a verb then you need to circle it.
3. Translate the words you circled and write the translations above the word on the paper.
4. Reread for comprehension.
5. On the back of the paper, write a quick summary of the paragraph in English.
Hace dos años hubo un terremoto en Chile. Ocurrió a las tres y media de la mañana, el día 27 de febrero. Ese terremoto produjo un fuerte tsunami que devastó las ciudades en la costa de Chile. El sismo, que alcanzó una magnitud de 9, es considerado el segundo más fuerte de la historia del país. Las réplicas del terremoto se sentían hasta en Argentina, el país vecino de chile. En total hubo más que quinientos (500) difuntos (muertos) y miles de heridos.
Ahora, vamos a pretender. Hoy es el 27 de febrero del año 2010. Son las siete de la mañana. Eres de los Estados Unidos, pero trabajas como voluntario para la cruz roja en la provincia de Valparaíso. Esta región sintió, más fuerte, el impacto del sismo.
Tu trabajo es transcribir las conversaciones entre el médico de la cruz roja y las víctimas del terremoto. Esto significa que tienes que escribir exactamente lo que dicen el doctor y los pacientes.
Vas a transcribir 20 diálogos en los registros médicos de la cruz roja. Cada paciente va a tener un estado de salud diferente.
Spanish III/IV:
Learnspanish.com
Verb Drills
Lessons 21-23
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