CURRICULUM GUIDE
Spanish Intro 3-4
LA3S07
This course is a continuation of Spanish Introduction 1-2, developing all language learning skills: listening,
speaking, reading, and writing. Attention is given to vocabulary and structure which students can use in
practical situations. Special emphasis is also placed on the role of Spanish in the English language. Both the
history and culture of Spanish speaking countries and Spanish speakers in the United States are discussed.
Students wishing to continue their language study or to be prepared for college placement testing should
consult with their language instructor to discuss placement in Spanish 3-4.
District 219
Niles Township High Schools
Skokie, Illinois
Prepared by:
Luisa Karimighovanloo
Earl I. Nowak
Susan Ranft
Edmund Murphy, Director
Written: July, 2001
Revised: April 2006
Revised: August 2011
This guide may be changed at any time at the sole discretion of the Board of Education and/or the Superintendent, whichever has appropriate
jurisdiction, subject only to mandatory collective bargaining requirements.
Table of Contents
Learning Targets…………………………………………………………………………1
State Benchmarks…………………………………………………………………….…..4
National Educational Technology Standards and activities……………….…………….13
Curriculum………………………………………………………………………………15
LEARNING TARGETS – SPANISH INTRO 3
I Over-arching Reading Target: I can comprehend (at the literal level) a passage of prose fiction or nonfiction, containing structures and vocabulary presented in the course.
II Over-arching Vocabulary Target: I can recognize and use vocabulary contained in ¡En español! 1.
a. I can recognize and use vocabulary from unidad 3, etapa 3.
b. I can recognize and use vocabulary from unidad 4, etapa 1.
c. I can recognize and use vocabulary from unidad 4, etapa 2.
d. I can recognize and use vocabulary from unidad 4, etapa 3.
III. Over-arching Verb Target: I can recognize and use a variety of verbs in the present and preterite tense.
a. I can recognize and use present tense regular verbs.
1. I can recognize and use present tense regular ar verbs
2. I can recognize and use present tense regular er verbs
3. I can recognize and use present tense regular ir verbs
b. I can recognize and use present tense stem changing verbs.
1. I can recognize and use present tense e>ie stem changing verbs.
2. I can recognize and use present tense e>i stem changing verbs.
3. I can recognize and use present tense o>ue stem changing verbs.
c. I can recognize and use the verb “decir” in the present tense.
d. I can recognize and use the preterite tense of “ir”.
IV. Over-arching Grammar Target: I can recognize and use grammatical structures.
a. I can recognize and use correct placement of direct and indirect object pronouns: with single
conjugated verb and in infinitive constructions.
b. I can recognize and use idioms with “tener”
c. I can recognize and use the present progressive.
d. I can recognize and use prepositions of location.
e. I can recognize and use “gustar” and “encantar” constructions with nouns and all indirect object
pronouns.
f. I can recognize and use affirmative and negative words.
V. Over-arching Culture Target: I can recognize specific cultural nuances and customs particular to the
Hispanic world, appearing in ¡En español! 1 Unidades 3 y 4.
VI. Over-arching Listening Target: I can respond to comprehension questions based on a listening passage
commensurate in difficulty with the Spanish Intro 3-4 learning outcomes.
VII. Over-arching Speaking Target: I can express myself orally in a variety of practical situations in the
target environment.
LEARNING TARGETS – SPANISH INTRO 4
I Over-arching Reading Target: I can comprehend (at the literal level) a passage of prose fiction or nonfiction, containing structures and vocabulary presented in the course.
II Over-arching Vocabulary Target: I can recognize and use vocabulary contained in ¡En español! 1.
e. I can recognize and use vocabulary from unidad 5, etapa 1.
f. I can recognize and use vocabulary from unidad 5, etapa 2.
g. I can recognize and use vocabulary from unidad 5, etapa 3.
h. I can recognize and use vocabulary from unidad 6, etapa 1.
i. I can recognize and use vocabulary from unidad 6, etapa 2.
j. I can recognize and use vocabulary from unidad 6, etapa 3.
III Over-arching Verb Target: I can recognize and use a variety of verbs in the present and preterite tense.
e. I can recognize and use reflexive verbs.
f. I can recognize and use minimal pair verbs: “saber/conocer”, “ver/mirar/buscar”, “pedir/preguntar”,
“salir/dejar”.
g. I can recognize and use the regular preterite tense.
h. I can recognize and use the verb “deber”.
i. I can recognize and use the preterite of “ir”, “hacer”, “ser”, “dar”, “decir”, “venir”, “tener” & “estar”.
j. I can recognize and use the preterite of –car, -gar, -zar verbs.
k. I can recognize and use the preterite of verbs with “i” to “y” spelling change.
IV Over-arching Grammar Target: I can recognize and use grammatical structures.
g. I can recognize and use correct placement of pronouns with present progressive.
h. I can recognize and use adverbs with –mente.
i. I can recognize and use superlative constructions with adjectives.
j. I can recognize and use numbers to 1,000,000.
k. I can recognize and use demonstrative adjectives.
l. I can recognize and use ordinal numbers.
m. I can recognize and use regular and irregular affirmative tú commands.
n. I can recognize and use regular and irregular negative tú commands.
V Over-arching Culture Target: I can recognize specific cultural nuances and customs particular to the
Hispanic world, appearing in ¡En español!. Unidades 5 y 6.
VI Over-arching Listening Target: I can respond to comprehension questions based on a listening passage
commensurate in difficulty with the Spanish Intro 3-4 learning outcomes.
VII Over-arching Speaking Target: I can express myself orally in a variety of practical situations in the
target environment.
Addendum:
Culture: I can recognize specific cultural nuances and customs particular to the Hispanic world, appearing in
¡En español! 1









Puerto Rico.
Oaxaca.
Shopping & bargaining.
Pottery /Monte Albán
Pablo Picasso.
Foods typical to Spain.
Arquitecture in Barcelona.
Places of interest in Ecuador.
Los Otavaleños.
Speaking: I can express myself orally in a variety of practical situations in the target environment.












I can speak using present tense stem changing verbs.
I can speak using irregular present tense verbs.
I can discuss gift-giving, using prepositional and object pronouns.
I can explain personal hygiene routines (using reflexive verbs).
I can talk about events in the past.
I can count and give dates.
I can describe various types of foods.
I can give directions to various places of interest.
I can talk about the weather.
I can express likes and dislikes
I can describe my house.
I can order food at a restaurant.
Grammar themes, benchmarks, and activities
Spanish Intro 3-4
Theme
Unidad 3/Etapa 3
a. Expressions with tener
b. Expressions with
weather
c. Direct object pronouns
d. Present progressive
Benchmarks using Illinois standards
28.A.1a Recognize basic language patterns.
28.A.1b Respond appropriately to simple commands in the target language.
28.A.2a Comprehend illustrated stories, audiovisual programs, or websites.
28.A.2b Follow instructions in the target language, given one step at a time
for a wide range of activities.
28.A.3a Comprehend main messages of simple oral and audio
presentations with assistance from resources.
28.B.1a Respond to and ask simple questions with prompts.
28.B.1b Imitate pronunciation, intonation, and inflection, including sounds
unique to the target language.
28.B.2a Pose questions spontaneously in structured situations.
28.B.2b Produce language using proper pronuciation, intonation, and
inflection.
28.C.1a Recognize the written form of familiar spoken language and
predict meaning of key words in a simple story, poem or song.
28.C.1b Infer meaning of cognates from context.
28.C.2a Comprehend written classroom directions, read simple passages,
infer meaning of cognates, and recognize loan words.
28.C.2b Decode new vocabulary using contextual clues and drawing on
words and phrases from prior lessons.
28.D.1a Copy/write words, phrases, and simple sentences.
28.D.1b Describe people, activities, and objects from school and home.
28.D.2a Write on familiar topics using appropriate grammar, punctuation,
and capitalization.
28.D.2b Present a simple written or oral report on familiar topics.
28.D.2c Present an original production using known vocabulary and
grammatical structures.
29.A.1 Use common forms of courtesy, greeting, and leave-takings
appropriate to the time of day and relationship.
Activities in text
a. Actividades 11-13
b. Actividades 6-10
c. Actividades 14-18
d. Actividades 19-21
Unidad 4/Etapa 1
a. Decir
b. Prepositions of
location.
c. Regular affirmative tú
commands
Unidad 4/Etapa 2
a. Reinforcement of
stem-changing o-ue,
e-ie verbs
b. Reinforcement of
direct object pronouns.
c. Indirect object
pronouns.
d. Placement of direct &
indirect object pronouns.
Unidad 4/Etapa 3
a. Reinforcement of
gustar & encantar + inf.
b. Gustar & encantar +
nouns
c. Affirmative & negative
words
d. Stem-changing e-i
verbs
e. Preterite of ir
(all forms)
All benchmarks from preceding section.
a. Actividades 6, 9
b. Actividades 10-12
c. Actividades 13-17
All benchmarks from preceding sections.
a. Actividades 6-9
b. Teacher –created
c. Actividades 12-15
d. Actividades 16-18
All benchmarks from preceding sections.
a. Teacher-created
b. Actividades 7-9
c. Actividades 10-13
d. Actividades 15-17
e. Actividad 6, teachercreated
Unidad 5/Etapa 1
a. Reflexive verbs
b. Irregular affirmative tú
commands
c. Negative tú
commands.
Unidad 5/Etapa 2
a. Pronoun placement
with present progressive
b. Minimal pairs
c. Deber
d. Adverbs with -mente
Unidad 5/Etapa 3
a. Reinforcement of
comparatives
b. Superlatives
c. Preterite tense of
regular –ar verbs
d. Numbers
100-1,000,000
Unidad 6/Etapa 1
a. Preterite of regular
-er/-ir verbs
b. Preterite of ir, hacer,
ser
c. Reinforcement of
vamos a + infinitive
All benchmarks from preceding sections, and also:
28.A.3b Follow instructions in the target language as given in multistep
segments for assignments and activities in and out of the
classroom.
28.B.3a Respond to open ended questions and initiate communication in
various situations.
28.B.3b Produce language with improved pronunciation, intonation, and
inflection.
28.C.3b Compare word use, phrasing and sentence structures of the target
language with those used in one or more other languages.
28.D.3c Present a simple, original poem or story based on a model.
All benchmarks from preceding sections.
a. Actividades 6-9
b. Actividades 10-12
c. Actividades 13-18
(Unidad 5/Etapa 2)
All benchmarks from preceding sections.
a. Teacher-created
b. Actividades 6-8
c. Actividades 9-12
d. Actividades 16-19
All benchmarks from preceding sections.
a. Actividades 8-10
b. Actividades 14-17
c. Actividad 19
a. Actividades 16-18
(Unidad 5/Etapa 1)
b. Teacher-created
c. Actividades 12-16
d. Actividades 17-19
Unidad 6/Etapa 2
a. Preterite of dar, decir,
venir, tener, estar
b. Preterite of –car, -gar,
-zar verbs
c. Reinforcement of
prepositions
d. Demonstrative
adjectives
Unidad 6/Etapa 3
a. Ordinal numbers
b. Preteite verbs with i to
y spelling change
c. Reinforcement of
regular/irregular preterite
d. Reinforcement of
present progressive
e. Reinforcement of
affirmative tú commands
All benchmarks from preceding sections.
a. Actividades 15-20
b. Actividades 13-15
(Unidad 5/Etapa 3)
c. Actividades 6-8
d. Actividades 9-11
All benchmarks from preceding sections.
a. Actividades 12-14
(Unidad 6/Etapa 2)
b. Actividades 11-13
(Unidad 6/Etapa 1)
c. Actividades 14-20
d. Actividad 7
e. Actividades 11-13
Vocabulary themes, benchmarks, and activities
Spanish Intro 3-4
Theme
Unidad 3/Etapa 3
a. Weather
b. Feelings
c. Geography
Benchmarks using Illinois standards
28.A.1a Recognize basic language patterns.
28.A.1b Respond appropriately to simple commands in the target language.
28.A.2a Comprehend illustrated stories, audiovisual programs, or websites.
28.A.2b Follow instructions in the target language, given one step at a time
for a wide range of activities.
28.A.3a Comprehend main messages of simple oral and audio presentations
with assistance from resources.
28.B.1a Respond to and ask simple questions with prompts.
28.B.1b Imitate pronunciation, intonation, and inflection, including sounds
unique to the target language.
28.B.2a Pose questions spontaneously in structured situations.
28.B.2b Produce language using proper pronuciation, intonation, and
inflection.
28.C.1a Recognize the written form of familiar spoken language and predict
meaning of key words in a simple story, poem or song.
28.C.1b Infer meaning of cognates from context.
28.C.2a Comprehend written classroom directions, read simple passages,
infer meaning of cognates, and recognize loan words.
28.C.2b Decode new vocabulary using contextual clues and drawing on
words and phrases from prior lessons.
28.D.1a Copy/write words, phrases, and simple sentences.
28.D.1b Describe people, activities, and objects from school and home.
28.D.2a Write on familiar topics using appropriate grammar, punctuation,
and capitalization.
28.D.2b Present a simple written or oral report on familiar topics.
28.D.2c Present an original production using known vocabulary and
grammatical structures.
29.A.1 Use common forms of courtesy, greeting, and leave-takings
appropriate to the time of day and relationship.
29.E.1 Identify and use simple geography vocabulary of the target language.
Activities in text
a. Actividades 6-10
b. Actividades 11-13
c. Actividad 8
Unidad 4/Etapa 1
a. Places in town
b. Directions
c. Transportation
Unidad 4/Etapa 2
a. Jewelery
b. Music
c. Handicrafts
d. Money
e. Shopping/bargaining
Unidad 4/Etapa 3
a. Restaurant
b. Food
Unidad 5/Etapa 1
a. Daily routine
b. Parts of the body
All benchmarks from preceding section.
a. Actividades 3-4
b. Actividades 10-12, 18
c. Actividades 8-9, 12
All benchmarks from preceding sections.
a. Actividades 4-5
b. Actividad 14
c. Actividades 3, 11
d. Actividades 5, 11
e. Actividad 11
All benchmarks from preceding sections.
a. Actividades 20-22
b. Actividades 3-5, 8
All benchmarks from preceding sections, and also:
28.A.3b Follow instructions in the target language as given in multistep
segments for assignments and activities in and out of the classroom.
28.B.3a Respond to open ended questions and initiate communication in
various situations.
28.B.3b Produce language with improved pronunciation, intonation, and
inflection.
28.C.3b Compare word use, phrasing and sentence structures of the target
language with those used in one or more other languages.
28.D.3c Present a simple, original poem or story based on a model.
a. Actividades 3-4, 6-9
b. Actividades 5-6
Unidad 5/Etapa 2
a. House
b. Adverbs
Unidad 5/Etapa 3
a. Food
b. Quantities
c. Numbers to
1,000,000
All benchmarks from preceding sections.
a. Actividades 3-5, 20
b. Actividades 17-19
All benchmarks from preceding sections.
a. Actividades 3-5
b. Actividad 17
c. Actividad 19
Unidad 6/Etapa 1
a. Describing city
buildings
b. Professions
Unidad 6/Etapa 2
a. The farm
b. Ordinal numbers
Unidad 6/Etapa 3
a. Review expressions
b. Animals (from
“Vocabulario
Adicional”, R20)
c. School subjects
(from
“Vocabulario
Adicional”, R21)
All benchmarks from preceding sections.
a. Actividades 4-6
b. Actividad 3
All benchmarks from preceding sections.
a. Actividades 3-4
b. Actividades 12-14
All benchmarks from preceding sections.
a. Actividades 3-9
b. Teacher-created
activities
c. Teacher-created
activities
Culture themes, benchmarks, and activities
Spanish Intro 3-4
Theme
Unidad 3/Etapa 3
a. El Coquí
b. Basic facts about
Puerto Rico
Unidad 4/Etapa 1
Places of interest in
Oaxaca
Benchmarks using Illinois standards
30.A.1c Use target language vocabulary to identify simple science
terms referring to weather and nature.
29.A.3 Demonstrate selected customs, manners and traditions in
societies associated with the target language
29.D.1 Recognize important people and events in the history of
areas where the target language is spoken.
29.D.1 Recognize important people and events in the history of
areas where the target language is spoken.
Unidad 4/Etapa 2
Shopping and bargaining
29.A.3 Demonstrate selected customs, manners and traditions in
societies associated with the target language
Unidad 4/Etapa 3
a. Pottery
b. Monte Albán
29.B.1a Identify one or more art forms representative of areas
where the target language is spoken.
29.B.2b Describe selected art forms of areas where the target
language is spoken using arts vocabulary from the target
language.
29.B.1a Identify one or more art forms representative of areas
where the target language is spoken.
29.B.2a Identify sample art works and their creators associated
with areas where the target language is spoken.
Unidad 5/Etapa 1
Pablo Picasso
Unidad 5/Etapa 2
Las tapas
29.A.3 Demonstrate selected customs, manners and traditions in
societies associated with the target language.
Activities: T = text,
WB = workbook
a. “El coquí”, pgs.228-229, T;
b. “Una excursión por la isla”,
pgs.230-231, T;
Actividades 3-4, p.74, WB;
Actividades 16-17, 20, pgs.7980, WB
“Visita Oaxaca”, pgs.256-257,
T;
“El Mercado Benito Juárez”,
pgs.278-279, T;
Actividades 3-4, p.90, WB;
Actividades 12-15, pgs.95-96,
WB
a. “Andrés, joven aprendiz de
alfarero”, pgs.300-301, T
b. “Monte Albán: ruinas
misteriosas”, pgs.302-303, T
“Una exhibición especial de
Picasso”, pgs.328-329, T
“Las tapas”, pgs.350-351, T
Unidad 5/Etapa 3
a. Paella
b. Arquitecture in
Barcelona
29.A.3 Demonstrate selected customs, manners and traditions in
societies associated with the target language.
29.D.1 Recognize important people and events in the history of
areas where the target language is spoken.
Unidad 6/Etapa 1
29.D.1 Recognize important people and events in the history of
Places of interest in Quito
areas where the target language is spoken.
Unidad 6/Etapa 2
Los otavaleños
29.A.3 Demonstrate selected customs, manners and traditions in
societies associated with the target language.
29.D.1 Recognize important people and events in the history of
areas where the target language is spoken.
Unidad 6/Etapa 3
29.D.1 Recognize important people and events in the history of
a. Bus trip through
areas where the target language is spoken.
Ecuador
29.E.3 Describe geographical aspects of areas where the target
b. America’s influence on
language is spoken.
European food
a. “Los favoritos de la cocina
española”, pgs.372-373, T
b. “Barcelona: Joya de
arquitectura”, pgs.374-375, T;
Actividades 3-4, p.122, WB
“Saludos desde Quito”, pgs.400401, T; Actividades 3-4, p.130,
WB; Actividad 16, p.136, WB
“Los otavaleños”, pgs.422-423,
T; Actividad 16, p.144, WB
a. “Un paseo por Ecuador”,
pgs.444-445, T
b. “Cómo las Américas
cambiaron la comida europea”,
pgs.446-447, T
National Educational Technology Standards (NETS) and activities
Spanish Inro 3-4
NETS
1. Basic operations and concepts:
 Students demonstrate a
sound understanding of
the nature and operation
of technology systems.
 Students are proficient in the use of technology.
Activities: AP = audio program; VP = video program;
CD ROM; IN = internet activities
IN
2. Social, ethical, and human issues:
CD ROM; IN
 Students understand the
ethical, cultural, and
societal issues related to
technology.
 Students practice
responsible use of
technology systems,
information, and
software.
 Students develop positive attitudes toward technology uses
that support lifelong learning, collaboration, personal
pursuits, and productivity.
3. Technology Productivity Tools:
AP; VP; CD ROM; IN
 Students use technology tools to enhance learning, increase
productivity, and promote creativity.
 Students use productivity tools to collaborate in constructing
technology-enhanced models, preparing publications, and
producing other creative works.
4. Technology communications tools:
 Students use telecommunications to collaborate, publish,
and interact with peers, experts, and other audiences.
 Students use a variety of media and formats to communicate
information and ideas effectively to multiple audiences.
5. Technology research tools:
 Students use technology to locate, evaluate, and collect
information from a variety of sources.
 Students use technology tools to process data and report
results.
 Students evaluate and select new information resources and
technological innovations based on the appropriateness to
specific tasks.
Student-created videos; IN
6. Technology problem-solving and decision-making tools:
 Students use technology resources for solving problems and
making informed decisions.
 Students employ technology in the development of
strategies for solving problems in the real world.
IN
IN
Spanish Intro 3-4: CURRICULUM
KEY EE= ¡En español! Text WB=Más Práctica (cuaderno/workbook)
AUD/WB=audio program in WB (CD) AUD/EE=audio program in text (CD) LL=Language Lab LD=laser disc
1st Quarter/Spanish Intro 3
UNIDAD/ETAPA
(vocabulary)
MATERIAL TO BE COVERED
verbs/usage/culture
EE
WB
33-34
57-59
22
Ser & estar
Definite & indefinite articles
33-36,130-131
54-55
14, 47
21
Telling time
Interrogative words
Present tense verbs: regular & irregular
Review vocabulary
128-129
131-133
46
48
Weather expressions with “tener”
220-224
77-78
Weather
Direct object pronouns
Present progressive
224-225
226-227
78
80
Culture
Review El Yunque
Puerto Rico
228-229
230-231
Extensive Review of Spanish Intro 1-2:
Teacher-created
activities
Subject pronouns
Noun & adj. agreement: gender & number
Adjective placement
Culture
Review of topics from Spanish Intro 1-2
UNIDAD 3/Etapa 3
TECHNOLOGY
(AUD/WB)
TECHNOLOGY
(AUD/EE/LL)
(LD)
59,61
1A(50-52)
129,133
UNIDAD 4/Etapa 1
Places
Transportation
Directions
The verb decir
Prepositions of location
Reg. affirmative tú commands
248
250-251
252
Culture
Oaxaca
256-257
85
86, 87
88
Spanish Intro 3-4: CURRICULUM
KEY EE= ¡En español! WB=Más Práctica (cuaderno/workbook)
AUD/WB=audio program in WB (CD) AUD/EE=audio program in text (CD) LL= Language Lab
LD=laser disc
2nd Quarter/Spanish Intro 3
UNIDAD 4/Etapa 2
Reinforcement of (o>ue, e>ie) stem change
Shopping
Culture
198-200,270271
68, 93
Reinforcement of direct object pronouns
Indirect object pronouns
Direct & indirect object pronoun placement
273-275
276
89-92
96
Shopping & bargaining
278-279
205,271,275
2A(194-196)
2B(266-268)
LL Lesson 10
UNIDAD 4/Etapa 3
Ordering food
Culture
Reinforcement of gustar & encanar+ infinitive
Gustar & encantar + nouns
292-293
101
Affirmative & negative words
Stem changing verbs (e>i)
Preterite of ir (all forms)
294-295
296-297
292
102-103
104
Pottery
Monte Albán
300-301
302-303
291,298
2B(288290)
UNIDAD 5/Etapa 1
Daily routines
Body parts
Reflexive verbs
REVIEW FOR THE FINAL
320
109
Spanish Intro 3-4: CURRICULUM
KEY EE= ¡En español! Text
WB=Más Práctica (cuaderno/workbook)
AUD/WB=audio program in WB (CD) AUD/EE=audio program in text (CD) LL=Language Lab LD=laser disc
3rd Quarter/Spanish Intro 4
UNIDAD/ETAPA
(vocabulary)
MATERIAL TO BE COVERED
verbs/usage/culture
EE
WB
Irreg. affirm. tú commands
Negative tú commands
322
324-325
110
111
Pablo Picasso
Barcelona
328-329
313
TECHNOLOGY
(AUD/WB)
TECHNOLOGY
(AUD/EE/LL)
UNIDAD 5/Etapa 1
Body Parts
Personal Hygiene
Culture
Review of Reflexive Verbs
Review of Vocabulary
LL Lesson 3
UNIDAD 5/Etapa 2
Pronoun placement with present progressive
342
Deber
Adverbs with – mente
345
347
Las tapas
350-351
117-118
The house
Culture
LL Lesson 3
(LD)
UNIDAD 5/Etapa 3
Plan a party
Purchasing food
Preterite tense of regular – ar verbs
Numbers from 100 – 1,000
Concentrate on years 1900-2000
Culture
Paella
Architecture in Barcelona
367, 370
366-367
369-371
372-373
374-375
126-127
LL Lesson 9
Spanish Intro 3-4: CURRICULUM
KEY EE= ¡En español! Text WB=Más Práctica (cuaderno/workbook)
AUD/WB=audio program in WB (CD) AUD/EE=audio program in text (CD) LL = Language Lab LD=laser disc
4th Quarter/Spanish Intro 4
UNIDAD/ETAPA
(vocabulary)
MATERIAL TO BE COVERED
verbs/usage/culture
EE
WB
TECHNOLOGY
(AUD/WB)
TECHNOLOGY
(AUD/EE/LL)
UNIDAD 6/Etapa 1
Professions
Reg. preterite –er/-ir verbs
Preterite of ir, dar, ver, hacer, ser
Reinforcement of vamos a + inf.
392-393
395-397
Culture
Places of interest in Quito
400-401
133-134
136
LL Lesson 9
UNIDAD 6/Etapa 2
The farm
Culture
Preterite tense of –car/-gar/-zar verbs
Preterite of Irregular Verbs (U,J,I)
368-369
441
128
162 (verbs
taken from En
Español 2)
Reinforcement of prepositions (+)
Ordinal #s
418
143
Los otavaleños
422423,429
LL Lesson 9
(LD)
UNIDAD 6/Etapa 3
Review phrases
Culture
Reinforcement of reg./irreg. preterite
Reinforcement of present progressive
Reinforcement of regular and irregular
affirmative and negative tú commands
439-441
436-149
438
Bus trip through Ecuador
America’s influence on European food
444-445
446-447
REVIEW FOR THE FINAL
150
LL Lesson 3