Vocabulary  Lists  3A-­‐3B  

Chapter  3A  

     

Chapter  3B  

 152 ciento cincuenta y dosTema 3 • Tú y tu comunidad

RVocabulario y gramática

bankdowntowndoctor’s / dentist’s officeservice station

pharmacysupermarket

el bancoel centroel consultoriola estación de

servicio, pl. lasestaciones deservicio

la farmaciael supermercado

to talk about places in a community

mailbox

letterto mail a letterpost officeto sendstampcard

el buzón, pl. los buzones

la cartaechar una cartael correo enviar (i ! í)el sellola tarjeta

to talk about mail

sports equipment

golf clubskatesballtennis racket

el equipo deportivo

el palo de golflos patinesla pelotala raqueta de tenis

to talk about items in a sporting-goods store

to closeto cash a checkto take care ofdentist

to return (a book)

gasolineto go on footto fill (the tank)doctor

to take out, to check out (a book)

openscloses

cerrar (e ! ie)cobrar un chequecuidar ael dentista, la

dentistadevolver (o ! ue)

(un libro)la gasolinair a piellenar (el tanque)el médico, la

médicasacar (un libro)

se abrese cierra

to talk about errands

toothbrush

shampoosoaptoothpaste

el cepillo de dientes

el champúel jabónla pasta dental

to talk about pharmacy products

I forgotse me olvidóto make excuses

good graciousalmostOf course!right awayuntilfor (how long)soon

See you soon.to staystillvarious, several

carambacasi¡Cómo no!en seguidahastaporpronto

Hasta pronto.quedarsetodavíavarios, -as

other useful words and expressions

To prepare for the test, check tosee if you . . .• know the new vocabulary

and grammar• can perform the tasks

on p. 153

Chapter Review

preterite of ir (to go) and ser (to be)fui fuimosfuiste fuisteisfue fueron

tuve tuvimosestuve estuvimospude pudimostuviste tuvisteisestuviste estuvisteispudiste pudisteistuvo tuvieronestuvo estuvieronpudo pudieron

preterite of tener, estar, and poder

Más prácticaPractice Workbook Puzzle 3A-8Practice Workbook Organizer 3A-9

For Vocabulario adicional, see pp. 498–499. direct object pronouns: lo, la, los, las

Review

Multiple IntelligencesInterpersonal / Social: Have pairs of studentsinterview each other to find out what eachother’s favorite pharmacy products and placesto shop are. For example: ¿Qué supermercadote gusta más? Me gusta más King’s. ¿Quéjabón te gusta más? Me gusta X.

Students with Learning DifficultiesFor additional vocabulary practice, have pairs ofstudents make vocabulary flashcards for thevocabulary words. Tell them to put photos,postcards, or ads from an old phonebook onone side and the word on the other. Have onestudent show the picture while the other recallsthe vocabulary word or phrase. Then havestudents reverse roles.

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Review ActivitiesSuggestions: To talk about places in a community: Askstudents to work in pairs to quiz eachother. Have them take turns drawingpictures of and identifying different placesin the community.To talk about mail: Ask students to write apostcard about where they went over theweekend. Have them role-play buyingstamps, mailing a letter, and locating amailbox. To talk about items in a sporting goodsstore: Show students pictures of famousathletes and ask them to name the itemsthat each would buy at a sporting-goodsstore.To talk about pharmacy products: Bringfour sets of the pharmacy-related items toclass. Put three of the four pharmacy-related items in each of four bags. Givethe bags to students. Have them take theitems out and tell what they bought andwhat they forgot to buy (the missing item).To talk about errands: Provide studentswith pictures of places in their community,and have them describe the errands theycan do at each location. Ask follow-upquestions: ¿A qué hora se abre el banco?¿Vas a la farmacia a pie?

PortfolioInvite students to review the activities theycompleted in this chapter, includingwritten reports, posters or other visuals,tapes of oral presentations, or otherprojects. Have them select one or twoitems that they feel best demonstrate theirachievements in Spanish to include in theirportfolios. Have them include this with theChapter Checklist and Self-AssessmentWorksheet.

Additional Resources• Audio Program: CD 6, Cap. 3A, Track 14• Resource Book: Cap. 3A, Clip Art• Resource Book: Cap. 3A, Situation Cards• Assessment Program: Chapter Checklist and Self-

Assessment Worksheet

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180 ciento ochentaTema 3 • Tú y tu comunidad

RVocabulario y gramática

avenuetruck

highwaydriver

intersectionblockcornerstatuefountainpedestrian

driver’s license

plazapolice officerto give a ticketbridgestoplightstop signtraffic

la avenidael camión, pl. los

camionesla carreterael conductor, la

conductorael cruce de callesla cuadrala esquinala estatuala fuenteel peatón, pl. los

peatonesel permiso de

manejarla plazael policía, la policíaponer una multael puenteel semáforola señal de paradael tráfico

to talk about driving

wideEnough!OK. Agreed.to leave, to letLeave me alone.slowly to waitto be sure narrowYou are making me

nervous.dangerousto take away, to removeto be carefulalready

ancho, -a¡Basta!De acuerdo.dejarDéjame en paz.despacioesperarestar seguro, -aestrecho, -aMe estás poniendo

nervioso, -a.peligroso, -aquitartener cuidadoya

to give and receive driving advice

approximatelyHow do you go to . . . ?complicatedto crossstraightfrom, sinceto turnin the middle ofas far as, up toto drivesubwayto stopto pass, to go for, by, around, along,

through to be locatedto follow, to continueto be in a hurry

aproximadamente ¿Cómo se va . . . ?complicado, -acruzar derechodesde doblar en medio dehastamanejarel metro pararpasarpor

quedarseguir (e ! i)tener prisa

decir: diciendopedir: pidiendorepetir: repitiendoseguir: siguiendoservir: sirviendo

vestir: vistiendodormir: durmiendocreer: creyendoleer: leyendotraer: trayendo

to ask for and give directions

To prepare for the test, check tosee if you . . .• know the new vocabulary

and grammar• can perform the tasks

on p. 181

Chapter Review

Más prácticaPractice Workbook Puzzle 3B-8Practice Workbook Organizer 3B-9

present progressive: irregular forms

hacer: hazir: veser: sé

irregular affirmative tú commands

Singular Pluralme me nos uste you (fam.) os you (fam.)lo, la him, her, it, you los, las them, you

direct object pronouns

For Vocabulario adicional, see pp. 498–499.

See p. 168 for a more complete chart.

Review

Advanced LearnersHave students write a set of silly rules that onlybad drivers follow. For example: Los malosconductores siempre manejan rápidamente porlas calles estrechas. Encourage them to illustratetheir rules emphasizing that these are thingsthat one should not do when driving. Use theirillustrations to make a bulletin board.

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Review ActivitiesSuggestions:To talk about driving: Have pairs ofstudents create a Concentration gameusing illustrations on one card and thecorresponding word on another. Havestudents place the cards face down andmatch the words to the illustrations.To give and receive driving advice: Havestudents write the words or phrases onslips of paper. Have them use one color forwords that give advice, and another forreceiving advice. Ask them to place thepapers face down, choose two, and usethem to create short dialogues.To ask for and give directions: Givestudents a map of your town and a set ofcards. The cards should list a starting placeand a destination. Have students taketurns selecting a card and asking fordirections. Their partner should give themdirections to the destination.

PortfolioInvite students to review the activities theycompleted in this chapter, includingwritten reports, posters or other visuals,tapes of oral presentations, or otherprojects. Have them select one or twoitems that they feel best demonstrate theirachievements in Spanish to include in theirportfolios. Have them include this with theChapter Checklist and Self-AssessmentWorksheet.

Additional Resources• Audio Program: CD 7, Cap. 3B, Track 13• Resource Book: Cap. 3B, Clip Art• Resource Book: Cap. 3B, Situation Cards• Assessment Program: Chapter Checklist and

Self-Assessment Worksheet

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