Spanish, Level II
Course Author
Jacquelin Cain Montoya
Your grader may be different from the author.
SPAN 2B features:
• 1/2 unit credit
• 8 graded lessons each containing Introduction, Lesson
Objectives, How to Proceed, Discussion, Practice Exercises,
and Lesson Assignment
• 1 final examination
• 1 textbook, 1 workbook, and the set of 4 audio CDs
• student must have access to a computer with a CD-ROM
drive, an audiocassette player/recorder (if preferred), and
8 recordable cassettes or compact discs with a 30-minute
capacity each; see specific options in Course Introduction
• Prerequisites: SPAN 2A
• All lesson assignments must be submitted via U.S. Postal
Service, UPS, or FedEx only .
SPAN 2B
v.3.0
Published by
Texas Tech University Independent School District
Box 42191
Lubbock, TX 79409-2191
Texas Tech University Independent School District (TTUISD) K-12 courses
are developed by state-certified instructors to comply with the Texas Essential Knowledge
and Skills (TEKS), Title 19 TAC Part II, Chapters 110-128, as administered by the Texas
Education Agency (TEA). Students are encouraged to visit http://www.tea.state.tx.us/teks/ to
review the TEKS used by these state-certified instructors to develop TTUISD K-12 courses.
TTUISD Course Development
Instructional Designer: Jacquelin Cain Montoya
Copyright © 2006 by the Board of Regents acting for and on behalf of
Texas Tech University, Lubbock, Texas 79409. All rights reserved.
TABLE OF CONTENTS
Introduction to
SPAN 2B: Spanish, Level II ............................................................................................ v
Course Lessons
Lesson One:
El vuelo ................................................................................................... 1
Lesson Two:
Emergencias médicas...................................................................... 17
Lesson Three: Ciudad y campo............................................................................... 31
Lesson Four:
La cocina hispana ........................................................................... 47
Lesson Five:
El coche y la carretera .................................................................... 59
Lesson Six:
Los servicios al público .................................................................. 73
Lesson Seven: ¡Fiestas! ................................................................................................ 85
Lesson Eight:
Profesiones y oficios ...................................................................... 101
Final Examination Directions ................................................................................... 115
Appendices
Appendix A:
Sample Final Examination......................................................... 121
Appendix B:
Answer Key for Practice Exercises ............................................ 131
Appendix C:
Sample Speaking Assignment Evaluation Form ................. 167
Appendix D:
Audio CD Track Concordance ................................................. 169
Spanish, Level II
W
elcome to Spanish 2B! Spanish 2B is the second semester of
Spanish Level II, an intermediate course designed for students who
have completed Spanish 2A. In this course, instruction continues with
further development of the basic concepts of grammar and further
extension of the vocabulary in thematic units which relate to common
aspects of daily life. As in Spanish 2A, the goals of this course are
continued development of the language skills of listening, speaking,
reading, and writing, along with deepening knowledge of the culture and
literature of Spanish-speaking peoples.
If you’ve completed Spanish 2A with Texas Tech University Independent
School District, you already know what to expect in the way of the
organization of the lessons and how the course guide guides you
through the material so that you know how to use the textbook, the
workbook, and the materials on the interactive CD-ROM and the audio
CDs. If you’re new to this way of studying Spanish, take some time and
look over the materials. This course guide is the basis of the course. It
coordinates the course materials and sequences the steps that you need
to follow as you proceed through the lessons. In addition to developing
reading and writing skills in Spanish using the textbook and workbook,
you will have listening comprehension work, as well as oral assignments,
in which you practice, check your practice work, and then make
recordings (either on an audiocassette tape, on a CD, or, if you are a
student studying outside the United States, online through e-mail) for an
oral language grade. (Students outside the U.S., please contact your
instructor for permission before sending audio clips via e-mail.) In
addition to the listening, speaking, reading and writing assignments, you
will have, in some lessons, special assignments based on cultural
concepts. The requirements of the Texas Education Agency require that
you be evaluated on the basis of listening, speaking, reading, and writing,
as well as show knowledge of Spanish-speaking cultures.
SPAN 2B, v.3.0
Introduction • v
Texas Tech University
In each lesson of this course, you will progress through a thematic
unit which will help you continue to develop a broadening range of
vocabulary and grammatical structures which support communication
at the intermediate level. When you have successfully completed
Spanish 2B, you will be able to converse, read, and write in basic,
grammatically correct Spanish about the themes you encounter.
Course Objectives
After completing this course, you will be able to:
• discuss topics from a variety of thematic units including the
following:
— air travel in general and air travel as it pertains to the
geography of Latin America and the culture of Hispanic
countries;
— accidents and medical problems, hospital stays, and health
care in areas of the Spanish-speaking world;
— city and country life;
— more foods and food preparation;
— cars and driving;
— hairdresser/barber shops;
— post office and bank services;
— parties and weddings;
— holidays;
— professions and occupations;
— job interviews;
— work qualifications;
• narrate events in Spanish using these verb forms and tenses:
— regular and irregular verbs in the conditional mode;
— verbs in the present perfect tense;
— irregular participles of verbs;
— verbs in the imperfect progressive;
— formal and informal command forms of regular and irregular
verbs;
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Independent School District
— negative command forms;
— subjunctive mood;
• use two object pronouns in one sentence with se;
• make comparisons of equality;
• use demonstrative adjectives and pronouns;
• identify and compare the following cultural concepts of Hispanic
cultures:
— air travel;
— airports;
— health care;
— city and country life;
— regional foods and recipes;
— car travel;
— highways, parking, traffic signs;
— banking;
— post offices;
— weddings, parties, and holidays.
The required textbooks and materials for this course are:
Woodford, Protase E., and Conrad J. Schmitt (2005 Texas Edition).
Glencoe Spanish 2 ¡Buen viaje! New York: The McGraw-Hill
Companies. ISBN 0078663636
Textbook and
Materials
Woodford, Protase E., and Conrad J. Schmitt (2005). Glencoe
Spanish 2 ¡Buen viaje! Workbook and Audio Activities (does
not include audio CD). New York: The McGraw-Hill
Companies. ISBN 0078619726
Audioprogram CDs to accompany Glencoe Spanish 2 ¡Buen viaje!
Required equipment: CD player, an audiocassette recorder or a
device capable of recording your voice to a CD, and 8 recordable
cassettes or compact discs with a 30-minute capacity each.
SPAN 2B, v.3.0
Introduction • vii
Texas Tech University
Tapes or CDs that you mail to TTUISD as part of your lesson
assignments will not be returned to you.
About the Textbook
Your textbook, ¡Buen viaje! presents instructional material in seven short
review lessons, covering material presented in Spanish Level I, and 14
chapters in which new material is presented. Spanish 2B will use
material from Chapters 7-14 of the textbook. You will refer to the
course guide for specific instructions regarding which parts of each
lesson you will need to study, practice, and master, and which
assignments you will need to turn in for grading.
Before beginning the course work, open your textbook and look briefly
at the organization of Capítulo (Chapter) 7. Each chapter in the textbook
follows the same organizational pattern. The first two sections of each
chapter consist of an introduction of vocabulary—both vocabulary lists
and vocabulary used in the context of sentences, narratives, and dialogs—
based on a particular theme. Chapter 7 is titled El vuelo. The theme for
Chapter 7 is air travel.
The third section of each chapter contains a grammatical/linguistic
presentation—a straightforward explanation of the rules of Spanish
grammar.
Following the grammar section is a page called Conversación, which
contains a conversation based of the thematic content of the chapter,
followed by comprehension questions. In some lessons the Conversación
section also includes a short lesson on Spanish pronunciation.
The remaining parts of each chapter contain readings connecting
knowledge of the thematic unit to real life culture in Hispanic societies
and relating knowledge to other content areas, such as math, science, or
literature.
Also, take a few minutes to look at the Handbook section at the back of
your textbook, pages H2-H41. The first part of the Handbook is a series
of activities designed to be completed with a partner. You will not be
doing those in this course. Following the InfoGap Activities, beginning
on page H16, is a section called Study Tips that you should read. The
general section at the beginning gives you information which will help
you make the most of your work with the course materials. The
following pages give hints for working with the specific chapters. After
the study tips, you will find sets of verb charts. You will want to refer to
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these charts as you study the grammar sections and again later as you
prepare for the final. After these charts, you will find Spanish-English
and English-Spanish glossaries. You will want to make use of all of these
Handbook materials as you work through the course.
This Spanish course consists of eight lessons and a final exam.
Directions for proceeding through the course—what pages to study,
which exercises to listen to, which workbook pages to complete, and
which assignments are required for each lesson—are given in each
lesson of this course guide. These lessons fulfill the TEKS requirements
for second-language learners at the intermediate level. The lessons cover
material from Capítulos 7-14 of ¡Buen viaje!
About This
Course Guide
For clarity, the following list shows the correspondence between the
lessons in the course guide and the material in the textbook.
Lesson One:
Capítulo 7—El vuelo
Lesson Two:
Capitulo 8—Emergencias médicas
Lesson Three: Capítulo 9—Ciudad y campo
Lesson Four:
Capítulo 10—La cocina hispana
Lesson Five:
Capítulo 11—El coche y la carretera
Lesson Six:
Capítulo 12—Los servicios al público
Lesson Seven: Capítulo 13—¡Fiestas!
Lesson Eight:
Capítulo 14—Profesiones y oficios
These units of study make up the equivalent of one semester of highschool credit. In addition to the material in the textbook, you will be
required to complete workbook exercises and audio-aural activities
pertaining to each lesson.
At the beginning of each lesson in this course guide is an Introduction, a
set of Lesson Objectives, and step-by-step instructions that tell you How
to Proceed. Each lesson has Practice Exercises to help you prepare for
the assignment. You will not turn in practice exercises; answers for these
exercises are provided in Appendix B of this course guide. At the end of
each lesson section are Lesson Assignments. Assignments in each
lesson are numbered continuously from section to section within each
SPAN 2B, v.3.0
Introduction • ix
Texas Tech University
lesson. Where page numbers are given, they refer to the textbook unless
otherwise specified.
You will submit Lesson Assignments for a grade. Each lesson contains
written assignments, some of which you will complete on pages provided
in this course guide; other assignments will come from the textbook, the
workbook, or audio activity pages. Activities can be completed on the
course guide or workbook pages; either tear out or photocopy the
appropriate pages. However you choose to submit your lessons,
I recommend that you make a copy of all materials sent in, as
occasionally lessons are lost or destroyed in the mail. Further, I
recommend that you not fax lessons. Faxed lessons almost never arrive
intact. Our fax machines are in use constantly by many employees;
pages become separated, back sides of pages are not copied, and, often,
there is no name included for either the sender or the intended receiver.
My advice is to use the U.S. mail.
In each lesson, you will be required to record certain assignments on a
standard-sized audiocassette tape (no mini-cassettes, please) or on a CD.
In some cases, students working outside the U.S. may submit materials,
including the oral assignments, via e-mail; please contact your instructor
for permission before doing this.
Your recordings throughout the course will be graded based on these
five criteria.
• Completeness of assignment: Are all parts of the assignment
recorded as assigned?
• Pronunciation: Are you pronouncing vowels and consonants
correctly?
• Correctness of grammar: Are you using correct verb forms and
tenses? Are you following the rules for noun-adjective
agreement? Are you using pronouns correctly? Are you
incorporating grammatical instruction from the lesson correctly?
• Appropriateness of vocabulary: Are the words and sentences
you are using related to the assignment? Are you expanding your
vocabulary in Spanish to include new words taught in the lesson?
• Comprehensibility: Could someone from a Spanish-speaking
culture understand what you are saying?
x • Introduction
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Independent School District
You will find a sample speaking-assignment evaluation form in
Appendix C of this course guide.
A review list for the final examination is provided following Lesson Eight.
In Appendix A, you will find a sample final exam.
As in Spanish 2A, I suggest that you get some sort of notebook that you
can divide into sections—a vocabulary section, a grammar section, a verb
list, and a culture/reading comprehension section. As you work through
the various sections of the lessons, make notes as appropriate. That way,
you’ll have a ready reference as you complete the assignments and you’ll
have well-organized notes that you can review before you take the final
exam. So, as you listen to the CDs and follow the vocabulary pages in
the textbook, take time to make notes of new words and expressions in
your notebook.
My name is Jacquelin Cain Montoya. I have a bachelor’s degree and a
master’s degree in Spanish with a specialization in linguistics, both from
Texas Tech University. I have taught in the bilingual education program
with the Lubbock Independent School System, and I have taught Spanish
in both elementary and in high school and at the university level. I
studied Spanish in Mexico City, and lived for two years in Bolivia where I
was a Peace Corps volunteer. My work experience also includes teaching
English as a second language (ESL) at the elementary level and in adult
education programs, including the intensive English program at Texas
Tech. I love to travel, meet new people, and see new things. I especially
like to travel in Spanish-speaking areas where I can continue to use and
develop Spanish language skills. In recent years, I have been traveling
with a medical mission group from my church and serving as a translator
for the group.
SPAN 2B, v.3.0
About the Author
Introduction • xi
El vuelo
L
ook over the material for this
Interactive CD-ROM
lesson, including the Capítulo 7
Audio CD for Capítulo 7
Textbook, Capítulo 7, pages 190-221
pages of the textbook, the workbook,
Workbook, pages 73-88
the audio activity sheets (located in
Audio Activity pages A33-A36
the back half of the student
workbook), and the CDs. You will find that the CDs present the lesson
material in an oral format. Spend plenty of time listening to them, then
practice speaking, and practice reading aloud with the native speakers.
The CDs contain about 30 minutes of oral material for each lesson, but
you will need to plan to spend more time so that you can listen once and
then go back and listen again to parts that may have been more difficult
to understand and/or tracks that you want to practice with.
Introduction
The next section of the lesson will deal with developing grammar,
reading, and writing skills in Spanish. You will be learning grammatical
concepts as presented in the Estructura sections of the lesson (marked in
the textbook with the pyramid icon.)
After completing this lesson, you will be able to:
Lesson Objectives
• talk about air travel in general and in Hispanic countries
specifically;
• understand the influence of geography on travel in Latin America,
specifically, on the airport “El Alto” in La Paz, Bolivia;
• talk about things that would happen under certain conditions,
using the conditional mode of verbs.
SPAN 2B, v.3.0
Lesson One • 1
Texas Tech University
How to Proceed
1
2
3
4
5
2 • Lesson One
Make sure you have read the Introduction and Objectives for this
lesson.
Look over the material for this lesson, including the Capítulo 7
pages of the textbook, the workbook, the audio activity sheets
(located in the back half of the student workbook), and the CDs.
Using your textbook, workbook, audio activity pages, and audio
CDs, complete the Section 1.1 vocabulary assignments. Complete
the vocabulary practice exercises and check your work with the
answer key in Appendix B of this course guide. Then complete the
Section 1.1 lesson assignments. (You may want to wait until you
have completed the written work to do the oral speech
assignments.) As you work through the various sections of the
lessons, make notes as appropriate.
The next section of the lesson will deal with developing grammar,
reading, and writing skills in Spanish. You will be learning
grammatical concepts as presented in the Estructura sections of the
lesson (marked in the textbook with the pyramid icon). Study the
Estructura sections, as well as the discussion material in the course
guide, Section 1.2. Complete and check the practice exercises, then
complete the Section 1.2 lesson assignments.
Complete Section 1.3, Oral Communication—listen to the CDs as
directed, complete and check the practice assignments, then
complete the Section 1.3 lesson assignments.
6
7
Complete the Reading Comprehension/Writing/Culture section and
the Section 1.4 lesson assignments.
8
Review your notes briefly every day until you finish the course.
After you have finished this lesson, you may proceed to Lesson
Two.
Submit in your completed Section 1.1, 1.2, 1.3, and 1.4 lesson
assignments, including your recorded CD or cassette tape, to
TTUISD according to the directions given in your Policies & Forms
Guide.
SPAN 2B, v.3.0
Independent School District
Using your textbook and audio CD, open the textbook to
Vocabulario, Palabras 1, page 192. all of these audio clips are
contained in track 1 of audio CD 5. Listen to the presentation of
material on pages 192 and 193. Repeat where indicated. All of the
vocabulary in this chapter relates to air travel, the vocabulary of the
inside of an airplane, the airline attendants, and their work. If you are
having trouble hearing and understanding the words, listen again—and
again and again, if necessary. You will find that this course will be much
easier and your grades will be much higher if you spend the necessary
time with the audio material.
Section 1.1:
Then, turn to the Audio Activities and complete Actividades A, B,
and C on Audio pages A33-A34 CD 5, tracks 1-3. Check your
answers for Actividades B and C with the answer key in
Appendix B of this course guide.
CD5, Tracks 1-3
Now, turn to textbook pages 196-197, Vocabulario, Palabras 2.
Here you will learn more of the vocabulary of air travel and the
vocabulary of geographical (CD 5, track 4). Listen again; are you
understanding the words? Notice the sounds and begin to connect the
sounds to the words you see on the page. Spanish is a very phonetic
language; each vowel has only one sound. Unlike English, Spanish
sounds exactly the way it is written. Pay attention to the spelling as you
listen, and you will not have trouble remembering how to write what you
hear and read what you see. Repeat; imitate the native speakers; work to
develop a native-like pronunciation.
CD5, Track 4
Complete Actividad E, Audio page A34 (CD 5, track 5), and
check your answers with the answer key in Appendix B.
Vocabulario
CD5, Track 1
CD5, Track 5
Complete the Section 1.1 assignments in the space provided on the
answer sheet.
Section 1.1
Lesson Assignment
In Spanish 2A, you reviewed lots of verbs, verb forms, and verb tenses,
including present, preterite, imperfect, and future tenses of both regular
and irregular verbs. If you do not remember these, or if you want to
check to make sure that you can still use these correctly, go back to
some of the earlier lessons in the textbook. Specifically, review the forms
Section 1.2:
SPAN 2B, v.3.0
Estructura
Lesson One • 3
Texas Tech University
and uses of future mode verbs presented in the Estructura sections of
Chapters 5 and 6 of the textbook.
In this lesson, you will be learning the conditional, or potential, mode of
verbs. This conditional mode is conjugated the same way the future
mode is, so be sure that you are able to understand and use verbs in the
future mode in Spanish before proceeding with the grammar instruction
here.
Discussion Point 1:
Regular verbs in
the conditional or
potential mode
As in English, the conditional mode is used to tell what might or would
have happened under certain circumstances. The conditional mode in
English is expressed with the verb modal would. (You will remember
that the future in English is expressed with the verb modal will.) For
example, in English we say, “I would go to the movies with you, but I
don’t have enough money.” In Spanish, we say, “Yo iría al cine contigo,
pero no tengo bastante dinero.”
Another example is this: In English, “We would run this afternoon, but it
is too hot.” In Spanish, “Correríamos esta tarde, pero hace mucho calor.”
Discussion Point 2:
Formation of verbs in
conditional mode
Notice the Spanish verbs in the two sentences above: iría and
correríamos. As with regular verbs in the future tense, the conditional
mode in Spanish is formed by adding a set of endings to the infinitive.
You will see the list of endings in the textbook on page 200. Notice the
verbs in the chart on page 200 that have been conjugated in the
conditional mode. You will see that all three classes of verbs (-ar, -er,
and -ir ) have the same endings. Like the future mode, the conditional
mode is easy to learn and use because it corresponds so closely to what
we say in English, because all the verb endings are the same for regular
and irregular verbs, and because there are very few irregular
verbs. Just for practice, conjugate these verbs using the verb
conjugation frame: estudiar, comer, escribir.
For those of you who are not familiar with the verb conjugation frame, or
who need to review, here is the introduction to the use of the verb
conjugation frame as it was presented in Spanish 2A:
All verbs in Spanish are formed from infinitive verb forms which end in
one of these three ways: -ar, -er, -ir. As you will recall, an infinitive verb
in English is the verb preceded by the word to (examples: to study,
4 • Lesson One
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Independent School District
to speak, to need, to buy). When you see a verb in Spanish that ends in ar, -er, or -ir, you will know that it corresponds to an infinitive verb (to +
verb) in English. All Spanish verbs are conjugated (endings are changed)
to match the subject of the sentence and the tense of the verb.
Below you will see a verb conjugation frame. I want you to learn to
visualize verbs in this frame as you work through this course. All verbs
fit into the frame, and if you learn where each verb form goes, you will
be able to quickly conjugate any verb and use it correctly.
verb (present tense)
yo
-o
nosotros
-amos
tú
-as
(vosotros
-áis)
-a
ustedes
ellos, ellas
-an
usted
el, ella
All the verb forms in the left side of the frame are singular forms; the
verbs in the right side are plurals. The top row shows verbs in the first
person, the second row shows familiar you (tú and vosotros) forms, and
the third row shows formal you (usted and ustedes) and third-person
forms.
Remember:
• The subjects will never change position in this frame.
• It is not always necessary to state the subject in Spanish, because
it is included in the verb ending.
• The vosotros form will be presented in parentheses, because it is
no longer taught in Spanish courses, although it exists and is used
in some Spanish-speaking areas. (When I began to learn Spanish,
I was taught that it was no longer used. However, I have a very
good friend from Argentina, and she often uses the plural vosotros
command form. So, if you travel in Spanish-speaking countries or
make friends with Hispanics from around the world, you may
hear these forms.) It’s much like thee and thou in English—we all
know that they mean, but we don’t use them in speech. So, you
will see these forms and know they are there, but you will not use
them in this course.
SPAN 2B, v.3.0
Lesson One • 5
Texas Tech University
Draw your own conjugation frames in your notebook and conjugate the
three verbs as instructed above. Then check your work with the answer
key in Appendix B.
Discussion Point 3:
Polite requests
CD5, Tracks 7-8
Read point 3, textbook page 200. As in English, the conditional mode is
used in Spanish to soften requests. For example, in English, we say,
“Would you pass me the salt, please?” In Spanish, “¿Me pasarías la sal,
por favor?”
Practice using the conditional mode orally. Listen to Actividades
A and B, Audio pages A35 (CD 5, tracks 7 and 8). Listen to the
sentences with verbs in future mode and respond making
sentences using the conditional mode. You will hear the correct
responses on the CD.
Complete Exercise A, workbook page 77. Follow the model and
convert the verbs to conditional forms. Check your work with
the answer key in Appendix B.
Discussion Point 3:
Irregular verbs in
the conditional
Discussion Point 4:
Two object pronouns in
the same sentence
Turn to page 203 in the textbook. Look at the list of verbs in
the chart. These verbs, the same verbs that are irregular in the
future mode, are irregular in the conditional mode too. Practice
using these irregular verbs in the conditional by completing Exercise D,
workbook page 78. Check your answers with the answer key in
Appendix B.
In Spanish 2A, you learned to use both direct and indirect object
pronouns in Spanish. If you have forgotten these, you can review them
in previous chapters of the textbook. Look at the following examples.
Object pronouns are shown in bold letters.
¿Quién te regaló esta blusa?
Mi hermana me la regaló.
¿Quiénes les compraron los boletos para el tren?
Nuestros padres nos los compraron.
¿Quién va a prestarte una pluma?
Ernesto va a prestármela.
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Independent School District
You know that when both occur in the same sentence, the indirect object
precedes the direct object pronoun. Notice that when object pronouns
are added to an infinitive as in the last example, an accent is needed
when the natural stress of the word moves to the third-to-last syllable.
When the indirect object pronouns le or les are used in conjunction with
lo, la, los, or las, the indirect object pronoun changes to se. Notice these
examples.
El camarero les trajo las papas fritas.
El camarero se las trajo.
El empleado le vendió las libretas.
El empleado se las vendió.
Study the instruction in the textbook, page 205, Dos
complementos con se. Then check your understanding and skill
in using these pronouns. Listen to Actividad E, Audio page A35
(CD 5, track 11). Convert the direct objects to direct object pronouns
and use them in the same sentence as the indirect object pronouns. Say
your sentence in the pause provided and then listen to the response on
the CD. How did you do? Second-language learners of Spanish usually
need to practice several times to use these pronouns with ease and
without hesitation, because the whole object pronoun system is very
different from English.
CD5, Track 11
Complete Exercises E and F, workbook page 79, to practice using
these in written sentences. Check your work with the answer
key in Appendix B.
Complete the Section 1.2 assignments in the space provided on the
answer sheet.
SPAN 2B, v.3.0
Section 1.2
Lesson Assignment
Lesson One • 7
Texas Tech University
Section 1.3: Oral
Communication
CD5, Tracks 12-13
Listen to the Conversación: En el avión from page 208 in the
textbook (CD 5, track 12). Listen carefully. Are there words that
you do not know? If so, look them up and make notes in your
notebook. In this conversation between two people on an airplane, you
will hear several verbs in the conditional mode. Can you pick them out?
After you have listened to the conversation as many times as necessary
to be sure that you understand all of it, turn to Audio page A36
(CD 5, track 13) and complete Actividad G. Check your answers
with the answer key in Appendix B.
CD5, Track 15
Continue to develop your listening and reading skills. Turn to
Audio page A36 (CD 5, track 15). Look over the ad in
Actividad A. Pretend that you are an employee of Halcón Viajes,
a travel agency. Notice the places that are advertised and the prices of
the vacation packages available. Notice, also, that when writing money
in Spanish, a comma is used instead of a period before the cents number.
CD5, Track 16
Keep listening and developing listening skills, sentence patterns,
pronunciation and intonation patterns as you click the speaker
icon beside Actividad B on Audio page A36 (CD 5, track 16) and
listen. You will hear an announcement from aboard an aircraft. Listen as
many times as you need to. Then listen to the 12 true/false statements
and complete Actividad B. Check your answers with the answer key in
Appendix B.
Section 1.3
Lesson Assignment
Section 1.4:
Reading
Comprehension/
Writing/Culture
CD5, Track 14
8 • Lesson One
Complete the Section 1.3 assignments in the space provided on
the answer sheet.
Turn to textbook page 210. El aeropuerto que se llama «El Alto»
and follow the text while listening (CD 5, track 14). Again, listen
as many times as necessary to get a good understanding of the
reading. You will learn several important facts about the airport “El Alto”
and the capital city of Bolivia, La Paz. You will learn that this airport is
the highest commercial airport in the world. The air at that altitude—
over 13,000 feet—is very thin, so the runways are extra-long so that
airplanes can get enough speed to overcome the lack of air density and
lift off. Also, the air is so thin that passengers are cautioned to move
slowly until they are acclimated and can breathe the thin air. Extra
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oxygen bottles are available for those who aren’t able to get enough air
into their lungs. The city of La Paz is at a little lower altitude than the
airport, but it is still higher than 12,000 feet. A large portion of the area
of Bolivia is a large mesa called the Altiplano, which is located between
the eastern and western ranges of the Andes Mountains at an altitude of
more than 11,000 feet. Much of the population of Bolivia lives at this
altitude; these are people who have developed very strong lungs.
Now read the Lecturas opcionales 1 and 2, textbook pages 212 and 213.
In Lectura 1, Los alrededores de La Paz, you will learn a little more about
this high-altitude capital and read about Lake Titicaca, the highest
navigable lake in the world and another very interesting place to visit.
In Lectura 2, Un héroe de la aviación latinoamericana, you will read about
Emilio Carranza, a 22-year-old pilot who made a historic flight from
Mexico City to Washington, D.C., and then was killed when his plane
crashed on the return flight.
Complete the Section 1.4 assignments in the space provided on the
answer sheet.
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Section 1.4
Lesson Assignment
Lesson One • 9
Lesson One Assignments
(submit for grading)
Section 1.1: Vocabulario
A. Complete Exercise B, Reglas de seguridad, workbook page 74. Write your answers in the
spaces below. (6 points)
1. ______________________________
2. ______________________________
3. ______________________________
4. ______________________________
5. ______________________________
6. ______________________________
B. Complete Exercise C, ¿En qué parte del avión?, workbook page 74. Write your answers in
the spaces below. (6 points)
La cabina
La cabina de mando
El lavabo
1. __________
__________
__________
2. __________
__________
__________
3. __________
__________
__________
4. __________
__________
__________
5. __________
__________
__________
6. __________
__________
__________
continue 
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Lesson One • 11
Texas Tech University
C. Complete Exercise D, En el aeropuerto, workbook page 75. Write your answers in the
spaces below. (8 points)
1. ______________________________
2. ______________________________
3. ______________________________
4. ______________________________
5. ______________________________
6. ______________________________
7. ______________________________
8. ______________________________
D. Complete Exercise F, ¿Qué sabes de la geografía?, workbook page 76. Write your answers
in the spaces below. (7 points)
1. ______________________________
2. ______________________________
3. ______________________________
4. ______________________________
5. ______________________________
6. ______________________________
7. ______________________________
continue 
12 • Lesson One
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Section 1.2: Estructura
A. Turn to textbook page 201, Exercise 14, Historieta: Las vacaciones del muchacho. Write
complete sentence answers in Spanish to the questions. Write your answers in the spaces
below. Be sure to use conditional mode verbs. (16 points)
1.
_________________________________________________________________________________
2.
_________________________________________________________________________________
3.
_________________________________________________________________________________
4.
_________________________________________________________________________________
5.
_________________________________________________________________________________
6.
_________________________________________________________________________________
7.
_________________________________________________________________________________
8.
_________________________________________________________________________________
B. Turn to Exercise 18, Uno sí y el otro no, textbook page 204. Complete the sentences with
the correct conditional form of the verb. Write your answers in the spaces below.
(6 points)
1. ______________________________
2. ______________________________
3. ______________________________
4. ______________________________
5. ______________________________
6. ______________________________
continue 
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Lesson One • 13
Texas Tech University
C. Complete the sentences in Exercise 19, Ahora lo hará pero antes no lo haría, textbook page
204. Write your answers in the spaces below. (5 points)
1. ______________________________
2. ______________________________
3. ______________________________
4. ______________________________
5. ______________________________
Section 1.3: Oral Communication
A. Listening Comprehension: Listen to Actividad D, Audio page A35 (CD 5, track 10), where
you will hear questions followed by three possible answers. Choose the best answer for
each question and circle A, B, or C in the spaces below. (7 points)
1. A
B
C
2. A
B
C
3. A
B
C
4. A
B
C
5. A
B
C
6. A
B
C
7. A
B
C
B. Listening Comprehension: Listen to Actividad C, Audio page A36 (CD 5, track 17). You
will hear a series of announcements. Look at the list of people below. After each
announcement, write the number next to the person who made it. (5 points)
1. __________ la piloto
2. __________ el controlador de tráfico aéreo
3. __________ el asistente de vuelo
4. __________ el pasajero
5. __________ la agente de la línea aérea
14 • Lesson One
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C. Oral Production—Reading. Turn to Conversación: En el avión, textbook page 208.
Practice reading aloud the conversation between Adela and Victor. After you have
practiced and are comfortable with your reading, record the conversation on a CD or
standard-size audiocassette tape (no mini-cassettes, please). Throughout the course, be
sure to put your name directly on your CDs or cassette tapes. Use a label, a piece of
masking tape, or a permanent marker, but be sure that your name is on the CD/cassette.
Do not put your Social Security number on the CD/cassette. You may include the course
name and lesson number, but your name needs to be visible on the CD/cassette.
(5 points)
D. Oral Production—Original Sentences. Look at Exercise C, ¡Por favor!, textbook page 209.
Create a dialog for each of the pictures in this section. Each person needs to say at least
one complete sentence (for a total of eight), and at least four of the sentences need to have
verbs in the conditional mode. Write your dialogs in the spaces below and then record
them on your CD or cassette tape. (8 points)
1.
_________________________________________________________________________________
_________________________________________________________________________________
2.
_________________________________________________________________________________
_________________________________________________________________________________
3.
_________________________________________________________________________________
_________________________________________________________________________________
4.
_________________________________________________________________________________
_________________________________________________________________________________
continue 
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Texas Tech University
Section 1.4: Reading Comprehension/Writing/Culture
A. Turn to Lectura opcional 1: Los alrededores de La Paz, textbook page 212. Read the
selection and then write complete sentence answers in the spaces below to the questions
in ¿Comprendes? Exercise A at the bottom of the page. (12 points)
1.
_________________________________________________________________________________
2.
_________________________________________________________________________________
3.
_________________________________________________________________________________
4.
_________________________________________________________________________________
5.
_________________________________________________________________________________
6.
_________________________________________________________________________________
B. Read Lectura opcional 2: Un héroe de la aviación latinoamericana, textbook page 213.
Complete the sentences in ¿Comprendes?, Dos aviadores, and write your answers in the
spaces below. (9 points)
1. ______________________________
2. ______________________________
3. ______________________________
4. ______________________________
5. ______________________________
6. ______________________________
7. ______________________________
8. ______________________________
9. ______________________________
16 • Lesson One
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