Friday, June 26, 2009

Background Info of the Renaissance

Full credit

The English Renaissance: Celebrating Humanity (1485 to 1625)

The Rise of the Drama in a Dramatic Age

Through mystery plays, plays that revealed religious mysteries, illiterate people saw reenactments of Christianity’s most important events. They were performed by medieval guilds, whose roles in the play usually pertained to their occupations. The stage was done either in a roving wagon or in the center of the town. The performances gave people great pleasure and allowed them to temporarily forget about their hard and serious lives. The plays often had humor and down-to-earth dialogue. William Shakespeare’s 1564 birth coincided with the end of mystery plays.

Morality Plays

Morality plays were based on religion but focused on the choices and temptations of an individual Christian’s life. It represented its characters by using allegory and showed the roles different characteristics played in a Christian’s journey to salvation. Shorter morality plays called interludes were also popular in the early Renaissance.

Classical Roots

The Renaissance movement revived interest in ancient Greek and Latin authors, and many of these authors influenced Elizabethan playwright and the tradition of mystery and morality plays. Playwright used ancient tragedies as models. The Elizabethan audiences were concerned with the bloodier the better. The theme of revenge was common in Renaissance plays.

Vagabonds and Actors

Actors were considered to be in the same class as vagabonds and Elizabeth I was concerned that these men could turn into a mob. Acting companies often tried to gain the protection of a nobleman. Shakespeare’s company, the Lord Chamberlain’s Men, built the Globe Theater in the 1590’s to be far away from the London government, but close enough to the crowds of London. The spectators who watched the plays were the very image of people that Elizabethan rulers feared.

Hard-Working Words

Plays were performed in the middle of the afternoon, outdoors, and with no special lighting effects. There were trapdoors and beautiful columns and facades. Shakespeare’s words packed the theater and satisfied the patrons. Christopher Marlowe fashioned unrhymed iambic pentameter, or blank verse, into a powerful means for portraying character on stage. Shakespeare wrote 38 plays that included dramas about English history and its conflicts; comedies that explore love, imagination, and transformation; tragedies that depict the downfall of highly placed men and women; and romances that deal with the theme of reconciliation. His history plays are not just entertaining telling of old events, but reflect the concerns and conflicts of Shakespeare’s own time.

Patriotism

Shakespeare used prologues to reflect the influence of both classical drama and the mystery and morality plays. All these types of drama used prologues to tell the audience certain facts they should know before the play begins. They are used to rally the audience’s support.

Magnificent Words

Shakespeare used plays-within-a-play to create mini dramas. He equated life with theater and also suggests the illusory quality of life. His language is the source of true reality in the plays.

Celebrating Humanity: The English Renaissance (1485–1625); The Story of the Times (1485–1625)

Historical Background

The War of the Roses and the founding of the Tudor dynasty in 1485 brought in new stability through the increasing powers of kings and the lessening strength of nobles. They transformed England’s religious practices and transformed it from a small nation to a world power.

The Tudors

By the time he died in 1509, Henry VII had restored the prestige of the monarchy by rebuilding the nation’s treasury and establishing law and order. He was succeeded by his son Henry VIII. He had a good relationship with the Pope before he tried to get an annulment from his sterile wife Catherine of Aragon. The Pope refused, but Henry remarried Anne Boleyn anyway, breaking England from the Roman Catholic Church. Henry seized the Catholic Church’s English property, dissolved the powerful monasteries, and executed rebels. Henry married six times and produced two daughters, Mary and Elizabeth, and one son, Edward, by the time he died in 1547.

Religious Turmoil

Henry’s son Edward VI became king at age nine and died at age fifteen. During his reign, English replaced Latin in church ritual, and the Anglican prayer book, the Book of Common Prayer, became required in public worship. By Edward’s death in 1553, England was well Protestant. Edward’s Catholic half-sister Mary I took the throne and restored Roman practices to the Church of England, restored the authority of the Pope over the English Church, and executed 300 Protestants.

Elizabeth I

When Mary I died after ruling for five years, her half-sister Elizabeth I became queen. She received a Renaissance educated, read in the Greek and Latin classics, and was a great patron of the arts. She reestablished the monarch’s supremacy in the Church of England, restored the Book of Common Prayer, and instituted a policy of religious moderation. Elizabeth’s Catholic cousin Mary Stuart, queen of Scotland by birth and next in line to the throne of England, was imprisoned by Elizabeth for nineteen years before she was executed in 1587.

Stuarts and Puritans

The Stuart dynasty began after Elizabeth died in 1603. Elizabeth had named Protestant King James VI of Scotland as her successor so as to avoid a dispute over the throne and a return of civil strife. James was a strong supporter of the arts and worldwide power, leading to the establishment of Jamestown in Virginia. James I treated Parliament with contempt, and they fought over taxes and foreign wars. He persecuted the Puritans, who would later go on to form the Plymouth Colony in America in 1620.

Philosophy

The Renaissance occurred first in the Italian city-states (1350–1550), where commerce and a wealthy middle class supported learning and the arts, and later spread to England (1485–1625). During the Renaissance, there was a rebirth of civilization that included the revival of the leanings of ancient Greece and Rome.

The Age of Exploration

The Renaissance prompted a burst of exploration by sea that was aided by the development of the compass and advances in astronomy. England began in the Age of Exploration in 1497, five years after Columbus’s arrival in the Americas, when John Cabot found Newfoundland.

Religion

The Renaissance and nationalism led many Europeans to question the authority of the Roman Catholic Church. Many people had grievances against the Church, others thought the officials were corrupt, and others questioned the teachings and hierarchy. Dutch scholar Desiderius Erasmus’s (1466–1536) edition of the New Testaments questioned the interpretations of the Bible by focusing attention on issues of morality and religion. German monk Martin Luther (1483–1546) nailed a list of dissenting beliefs to the door of a German church, dividing the Church and creating the Protestant Reformation.

Literature of the Period

Narratives, poetry, dramas, and comedies reflected the ideas of the times and provided a forum for subtly and satirical criticisms of social institutions.

Elizabethan Poetry

Elizabethan poets favored lyric poetry rather than the narrative poems and perfected the sonnet and other poetic forms. The sonnet cycle was a popular form of poetry that involved a series of sonnets that fit loosely together to form a story. Shakespeare changed the pattern and rhyme scheme of the Petrarchan or Italian sonnet and introduced a new form known as the English or Shakespearean sonnet.

Elizabethan Drama

Using the classical models of ancient Greece and Rome, playwrights turned from religious subjects and began to write more complex and sophisticated plays based on tragedies and dramas. Shakespeare’s powerful and beautiful language displayed his understanding of human nature and allowed them to retain their popularity.

Elizabethan and Jacobean Prose

Prose was not as important as poetry and drama in the English Renaissance, as scholars still preferred to write in Latin. Fifty-four scholars worked for seven years translated the Bible into English.

The Changing English Language: “A Man of Fire—New Words” by Richard Lederer

The Ageless Bard

From 1590 to 1613, Shakespeare wrote plays that have been in constant production since their creation because of the universal truths and conflicts in human nature.

Word-Maker Supreme

Of the 20,138 different words that Shakespeare used in his plays, sonnets, and other poems, his is the first known use of more than 1,700 of them. He made up more than 8.5 percent of his written vocabulary.

Questions from Geoffrey Chaucer's The Canterbury Tales: The Nun's Priest's Tale

Full credit

1.
a. The correct moral of “The Nun’s Priest’s Tale” is beware of flattery. Sir Russell is able to catch Chanticleer off guard by flattering him by saying that his voice is beautiful. To crow, Chanticleer closes his eyes, rendering himself blind to a predator and logic. Sir Russell is in turn tricked by Chanticleer by saying that Russell should mock his chasers, allowing for Chanticleer to break free and fly away. Chanticleer has learned his lesson and after his adventure, he vows to never be flattered again.

b. Dreams are unreliable is not the moral of the story. Chanticleer tells Madame Pertelote numer-ous stories of how dreams foreshadowed the future and how not following them led to the pro-tagonist’s death. However, Chanticleer does not believe his own word and appears to have fallen to the fox, Sir Russell, just as his dream had predicted, until he manages to escape.

c. Women are treacherous is not the moral of the story. Even though Madam Pertelote denies Chanticleer’s dream as make-believe, she is not treacherous. Rather, she is naïve and does not care for the coincidences of dreams. Chanticleer does not believe that women are treacherous, even if a woman made Adam out of Paradise, as the negative words said about women are the cock’s words and not his. The widow who owns the chickens and roosters is neither treacherous. She is homely and would never be considered treacherous.

d. Murder will out is not the moral of the story. Throughout history, many terrible things have been reported; however, many have not been. The sly fox has committed numerous deaths of farm animals, though no retribution has been inflicted on him. Rather than seek revenge for his par-ents’ deaths, Chanticleer accepts it and does not try to enact vengeance on Sir Russell.

2.
a. Chanticleer’s remarkable beauty and unsurpassed skill does not hamper his inability to see dan-ger. Rather, he sees it first in his dream, though he does not act on it due to his excess pride.

b. Chanticleer’s beauty and skill affects him negatively by giving him too much pride and vanity. Convinced that his voice is beautiful and his skill is unmatchable, and that the fox would love to hear it, Chanticleer crows for the fox, a task that involves his outstretching his neck and closing his eyes. The fox sees his opportunity and looks to have attained an easy meal before he is tricked out of it.

c. Chanticleer’s love of Pertelote is not affected by his beauty and skill. Chanticleer sides with Pertelote, only after arguing for a while, only because he loves her, not because of his beauty or skill.

d. Chanticleer’s intelligence and nobility is not related to his beauty and skill. Chanticleer is dumbly tricked by the fox and he is not noble.

3.
a. The fox is not crafty, timorous, and derisive. He may be sly but he is not timid and rather good at persuasion. He is not derisive, as he compliments Chanticleer’s voice and does not mock him for his stupidity.

b. The fox is not handsome, brave, and debonair. Nowhere is it listed that the fox is handsome, and anyone who has to trick someone into doing something is not brave. The fox is not elegant either, as he tricks his prey so that they are easier to catch and eat.

c. The fox is not stringent, crafty, and boastful. His life is not strictly controlled by a series of rules; rather, he does whatever he can to survive, including tricking animals.

d. The fox is crafty, insincere, and boastful. He manages to trick Chanticleer into crowing for him so that he is easier to catch. He insincerely tells Chanticleer that he has a beautiful voice, just so he can catch him. He is also boastful, as he was going to taunt his pursuers before Chanticleer flew away.

4.
a. Clamor is shown to mean a loud noise by the words “heard,” “halloo,” and “at all this shrieking.” All of the context clues point to loud noises, so it can be inferred the clamor is a loud and ram-bunctious noise.

b. If blessed, rushing, and saw were context clues for clamor, then it would appear that clamor meant some sort of action, as the other words are actions.

c. If rushing to the door and saw the fox towards the covert streaking were context clues for cla-mor, then it would appear that clamor meant some sort of place inside of the barn, as the other words describe places.

d. If widow, daughters, and hens were context clues for clamor, then clamor would appear to mean a person or an animal.

5.
a. Pride cannot be the sin in that sentence because someone with too much pride would not con-sider anything that they did or have to be the cause of their murder.

b. Avarice is the correct sin because someone with avarice always has a desire for riches and gold, leading the person to their demise.

c. Wrath is not the sin because you cannot enact revenge of an inanimate object such as gold.

d. Envy may the sin because someone else may be rich and you may want that. However, it is not the case here as someone who is rich who not care if someone else was rich or richer because they themselves are already have enough money to last their life.

Questions on Geoffrey Chaucer's The Canterbury Tales

Full credit

4. Chaucer does not believe people are basically good, nor basically bad. He takes the middle ground and says that people are good, but they are flawed. For instance, the knight. He is a man who kills without mercy (“in fifteen mortal battles he had been”) and believes he is in-vincible. He takes the seat of honor at the table, signifying that he has too much pride, the sin of hubris. The nun is also flawed. She cannot pass by any food and is known to let “no morsel from her lips did she let fall.” She eats way too much food for an average person, and has the sin of gluttony. The friar possesses the flaw of avarice or greed. He does not care about promoting the Christian faith, but rather getting donations from people.

6. Chaucer’s emphasis on social roles suggests that medieval society was based on classes and thus professions. The upper class consisted of the clergy (monks and nuns) and nobles (knights). There was no defined middle class at that time, though there was one forming. It consisted of people with specialized labor such as millers and artisans. The lower class in-cluded peasants and serfs.


1. “No one alive could talk as well as he did”: indirect characterization because it is inferring he is articulate. “Gold stimulates the heart…He therefore had a special love of gold:” indirect characterization because Chaucer says that the Doctor likes gold a lot so he has the sin of avarice. “He was a perfect practicing physician”: indirect characterization because Chaucer is ironical describing the Doctor’s profession because he only does it for the gold.

2.
a. Direct Statement: “There was a Friar, a wanton one and merry…”
Physical Appearance: “A manly man, to be an Abbot able…”
Action: “No morsel from her lips did she let fall.”

b. Physical appearance suggests something about them. A monk who is manly is unders-tood to have exercised a lot and is hardworking. Actions suggest a relationship between the action and a characteristic. For instance, the nun eats a lot; therefore, she is most likely fat.

Notes on the Medieval Period

Full credit

The Old English Period and the Medieval Period: From Legend to History (A.D. 449 to 1485)

Change in Society

Geoffrey Chaucer (1343–1400) was the greatest English poet of the Middle Ages. During his life, the Hundred Years’ War (1337–1453) occurred, a struggle between Edward III of England and Philip VI of France over the French crown and English-owned land in France. The war led to a national struggle, not just an aristocratic quarrel.

The Yeoman and the Longbow

Independent farmers in England called yeomen used the longbow to defeat the mounted knight, a symbol of feudalism. The longbow originated in Wales, was 6 feet tall, and required a force of 100 pounds to draw it. It could fire arrows 200 yard and changed warfare by replacing the aristocracy with professionals. At the Battle of Agincourt in 1415, the English archers used the longbow to attack the French knights and their swords and axes to attack the main French force, resulting in hardly any English causalities, 1,500 French knights, and 4,500 other French soldiers dead.

The Use of English

English became the national language when the Normans, descendants of the Vikings, invaded England in 1066. Under the Normans, French was the language of the ruling classes, Latin was the language of church and learning, and commoners used English. A few years after the English victory at Crécy, France (1346), schoolteachers began to translate sentences from Latin into England, and in 1361, English replaced French in the courts of law in the Statute of Pleading. Parliament gained power through the wars by receiving legislative body powers and privileges in return for war money.

More Deadly Than the Longbow

The flea spread the Black Death, a plague that decimated populations throughout the 1300s and 1400s. Servants and laborers could ask for and get higher wages because of the loss of labor. Attempts by landlords to freeze wages, with taxes levied on poor laborers, led to the Peasants’ Revolt of 1381.

A Fourteen-Year-Old King

Fourteen-year-old Richard II, the king of England, stopped the peasants by promising to reform the feudal system, which he did not carry through, after they rioted, looted, and murdered. The need for money to finance the Hundred Years’ War and the agricultural downturn caused by the Black Death caused the government to tax the export of wool and support the country’s textile industry. The Textile industry began to have different stages of production handled by different contractors, a new way of business that was brought about by the rising class of merchants and manufacturers.

Poet and Merchant’s Son

Geoffrey Chaucer was born in the merchant class. His father was a wine merchant, and Geoffrey grew up in the business atmosphere. As a teenager, he served an aristocratic household, which would be a precursor to his job as a capable administrator.

Eye and Ear for Character

The Canterbury Tales was written as an exchange of tales among pilgrims journeying to the shrine of martyr Thomas à Beckett at Canterbury. His humorous and realistic description of medieval society moved literature beyond the themes of courtly love and knightly adventures and made him into a modern writer.

A Variety of Tales

Although only 20 of the 120 tales were completed, they tell stories of knights, millers, reeves, nuns, merchants, and the Parson. Chaucer told his stories in rhyme and was able to lose himself in the life of his characters.

The Final Tale

Chaucer may have realized after his twentieth story that his work and writing career were ending. Chaucer was a devout Christian whose true voice showed through the character of the Parson.

The Story of the Times (A.D. 449–1485)

Historical Background

The Conquest of Britain

Between 800 and 600 B.C., two Celtics groups from southern Europe, the Brythons and the Gaels, invaded the British Isles and settled on Britain and Ireland, respectively. The Celts were farmers and hunters who organized themselves into clans and pledged loyalty to the chieftain. When the clans had an argument amongst themselves, priests known as Druids settled their disputes. In 55 and 56 B.C., the Romans, led by Julius Caesar, invaded Britain and spread out over the island, establishing camps. The last Roman legions left Britain in A.D. 407 after barbarians invaded Italy and increased pressure on Rome itself. The German Anglo-Saxons invaded next. They were deep-sea fishermen and farmers who gradually took over England.

The Coming of Christianity

During the fourth century, the Romans had accepted Christianity and introduced it to Britain. A century later, the Celts fled from the Anglo-Saxons and took their Christian faith with them. Even though Rome fell to barbarians in A.D. 476, the Christian church survived. In the late sixth century, a soldier and abbot named Columba and other monks established monasteries in the north and converted the locals. In 597, Roman cleric St. Augustine converted King Ethelbert of Kent, who then set up a cathedral at Canterbury. He preached his faith to his followers, promoting peace and unity.

Danish Invasion

In the ninth century, the Vikings, consisting of the Norwegian Norse and the Danish Danes, invaded the British Isles, with the Norse capturing Northumbria, Scotland, Wales, and Ireland and the Danes taking eastern and southern England. The Vikings sacked and plundered monasteries, destroyed manuscripts, and stole sacred religious objects en route to conquering most of north, east, and central England. In 886, King Alfred the Great of Wessex signed a truce that divided England into the Danish-controlled east and north and the Saxon-controlled south. Alfred preserved the remnants of pre-Danish civilization and encouraged a rebirth of learning and education. During the late tenth century, more Danes from Europe attempted to recapture and widen the Danelaw, the eastern and northern sections of England under Danish control. Once they succeeded, they forced the Saxons to select Danish kings. In 1042, the line of succession returned to a descendant of Alfred the Great, Edward the Confessor, whose death in 1066 would end the Anglo-Saxon period of history.

The Norman Conquest

The Normans were descendants of Vikings who invaded the coast of France in the ninth century. Duke William of Normandy was related to Edward the Confessor, but the Saxon council of elders chose Harold II as king. William claimed that Edward had promised him the throne and invaded and conquered England in 1066 at the Battle of Hastings. Over the next five years, William suppressed the Anglo-Saxon nobility and took their lands. He made the government be controlled by Normans and that business be conducted in Norman French or Latin. Feudalism began on the European continent when no central government was strong enough to keep order. All the land belonged to the king, who gave his powerful supporters pieces of land, nominal titles, and special privileges. Each baron paid certain taxes and supplied knights if the king required them. Knights received smaller pieces of land called manors in return for their service. The peasants who worked on the manors were called serfs and were the lowest social class.

Reign of the Plantagenet

Norman rule ended in 1154 with Henry Plantagenet of Anjou, who became Henry II. Henry appointed his friend Thomas Beckett to archbishop of Canterbury. Becket defied the king and appealed to the Pope, who agreed with him, angering Henry. In 1170, four of Henry’s knights mistakenly killed Becket in his cathedral. Henry condemned the crime and tried to atone for it by making a pilgrimage to Becket’s tomb, resulting in it becoming a common English means of showing religious devotion.

The Magna Carta

The next king, Richard I, spent his reign fighting in the Crusades, causing his successor, King John, to inherit the debts. He tried to raise money by ordering taxes, causing the barons to resist. To avoid further trouble, John agreed to their demands and signed the Magna Carta. By signing it, the king promised to never tax without meeting the barons, the beginning of a constitutional government in England.

The Lancasters, Yorks, and Tudors

During the fourteenth and fifteenth centuries, the Lancasters of Henry IV, Henry V, and Henry VI, replaced the Plantagenets, but were then replaced by the Yorks.

The Decline of the Feudal System

After the Black Death swept across Europe in 1348 and 1349, the resulting labor shortage increased the value of a peasant’s work. Cash payments gave workers a greater sense of freedom. In 1381, due to discriminatory laws and heavy taxation, peasants in southern England revolted and demanded an end to serfdom, but were stopped. In 1453, the War of the Roses began as a conflict between the Yorks and the Lancasters and ended when Henry Tudor, a cousin and supporter of the Lancasters, led a rebellion against the unpopular Yorkist king Richard III and killed him. Tudor became Henry VII and united the houses of York and Lancaster by marrying Richard’s niece.

Literature of the Period

Saxon Literature

Anglo-Saxon literature began with spoken verse and incantations that were recited on ceremonial occasions. This literature was divided into two main categories: heroic poetry, such as Beowulf, recounted the achievements of warriors and elegiac poetry, such as “The Wanderer,” lamented the deaths of loved ones and the loss of the past. Beowulf is an epic and is considered the national epic of England. Before Alfred the Great, all important prose in the British Isles was written in Latin, where monks transcribed the works into the vernacular.

Literature of the English Middle Ages

Lyrics poems in this time were majorly secular, religious, or ballads. During early Norman times, the Church sponsored plays as religious services. The plays moved from the church to the churchyard to the marketplace, and many of the earlier ones were miracle plays with the older ones mostly being morality plays.

An Emerging National Identity

In 1454, German silversmith Johann Gutenberg invented the printing press that used movable type. English literature was no longer needed to be hand copied. Geoffrey Chaucer wrote in Middle English.

The Changing English Language: The Beginning of English

English

The large sea tribes of the Angles, Saxons, and Jutes sailed to Britannia from northern Europe around A.D. 449. They settled there and brought their Low Germanic tongue that became Anglo-Saxon or Old English. In A.D. 827, King Egbert named Britannia Englaland after the Angles. The language became Englisc, a very hard to understand language.

Middle English

Two centuries after Egbert, the Normans invaded England from northern France and brought French and their customs with them. Their triouveurs, or minstrels, sang the Song of Roland and the legends of King Charlemagne. William the Conqueror’s 1066 win at the Battle of Hastings changed Old Englisc into Middle English by infusing French words into the language.

Writing a Sonnet about Writing a Sonnet (Shakespearean)

40/45

At night I lay in my bed, thinking of

Those fourteen lines, rhymes, syll’bles of ten;

I struggle writing ‘bout the normal love,

Or ‘bout the battles that occur to men.

Three quatrains, diff’rent by a common theme,

With every line containin’ i’mbic pentam;

I only follow William Shakespeare’s scheme,

Not Petrarch’s or Sir Spenser’s rhyming plan.

But now I am on the last of the three,

I have found this to be an easy test;

These sonnets are now making sense to me,

But the last couplet’s forever a pest:

This po’try only calls for some int’rest

And with it you’ll have many smarts possessed.

When to use Present Subjunctive when Speaking Spanish

Full credit

Tenses and Moods

The tense tells you when a action takes place (present, preterit, imperfect, future, etc.)
The mood expresses the attitude the speaker has towards the action (indicative vs. subjunctive).

Indicative Mood
Up to now, all the verbs you have learned and used have been in the INDICATIVE mood. Present indicative, preterit, indicative, future indicative, etc.

Subjunctive Mood
This is the new mood you will learn for the first time this year. The subjunctive mood is used
when the action MAY or MAY NOT happen; that uncertainty is expressed by putting the verb in the subjunctive. Subjunctive also has tenses (present subjunctive, imperfect subjunctive, future subjunctive, etc.) but for right now, you're only using the PRESENT SUBJUNCTIVE.

When and why do we use subjunctive
There a re a few requirements for using subjunctive.
  • Ud., Uds., and negative tú commands are created by putting the verb in the subjunctive (becuase you can command someone to do things, but the person you are commanding MAY or MAY NOT do the action.)
  • In sentences where there are TWO clauses, the MAIN clause is expressed in INDICATIVE (regular present tense) and IF the verb in the DEPENDENT clause may or may not happen - then that verb is expressed in SUBJUNCTIVE. It is required to have TWO DIFFERENT SUBJECTS for this.
Main clause: I want (I for sure want you to do this)
Dependent clause: You to study ( you may or may not want to study)
Yo quiero que tú estudies. (Notice, two differnt subjects: Yo / tú)

The subjunctive sentences have two parts, each with a different subject, connected by the word que.

Certain expressions trigger the subjunctive mood because of what they mean:
  • Insistir en que
  • Necesitar que
  • Permitir que
  • Prohibir que
  • Querer que
  • Recomendar que
  • Sugerir que
  • Decir que (when you are telling someone what to do)
  • Es importante que
  • Es necesario que
  • Es mejor que
  • Es bueno que
  1. Mis padres recomiendan que yo _____. (estudiar)
  2. Es necesario que nosotros _____ un dieta equilibrada. (mantener)
  3. Es importante que Uds. _____ ejercicios tres veces por semana. (hacer)
  4. Prohibo que mis hijos _____ comida basura. (comer)
  5. Quiero que mis amigos me _____ regalos para mi cumplea ños. (dar)
  6. Nuestra profesora nos permite que _____ chicle en la clase. (mascar)
  7. ¿Necesitas que yo te _____ unas vitaminas? (buscar)
  8. Jorge me dice que _____ jarabe para la tos. (tomar)
  9. Es mejor que ellos _____ los alimentos con carbohidratos. (evitar)
  10. Les sugiero que _____ al gimnasio. (ir)
  11. ¿Te prohíben tus padres que _____ a los bailes del colegio? (salir)
  12. Necesitan que yo les _____ mi diagnosis. (decir)
Highlight for answers:
  1. estudie
  2. mantengamos
  3. hagan
  4. coman
  5. den
  6. masquemos
  7. busque
  8. tome
  9. eviten
  10. vayan
  11. salgas
  12. diga

El Camino de Santiago

El Camino de Santiago

¿Qué son peregrinos? __________
¿Adónde viajan los peregrinos musulmanes? __________
¿Adónde viajan los peregrinos cristianos y judíos? __________

Hace más de mil años se descubrió la tumba del apóstol Santiago.
¿Por qué era importante este descubrimiento?

El camino de Santiago es una ruta sagrada que viajan los peregrinos de Europa. La ruta termina en la Catedral de Santiago de Compostela.
¿Por qué crees que termina allí? __________

¿Por qué se construyeron iglesias y albergues en la ruta? __________

Hoy en día, ¿por qué hacen personas el viaje? __________ y __________

¿Cómo hacen el viaje? __________ y __________ y __________

¿Qué atractivos tiene el camino para una persona joven? __________

Highlight for answers:
Personas viajan por motivos religiosos
Viajan a La Meca
Viajan a Jerusalén
Porque el apóstol Santiago era una figura fundamental de la religión católica
Porque allí se descubrió la tumba del apóstol Santiago
Se construyeron para recibir a los peregrinos
Por motivos religiosos; por motivos turísticos y culturales
Hacen el viaje a pie; en bicicleta; a caballo
Albergues muy baratos y conocer a chicos y chicas de todo el mundo

Practica el Pretérito o el Imperfecto en una Carrera

La niñez de tu mamá
Ahora tu madre te está hablando de cuando ella era niña. Completa el párrafo con el pretérito o el imperfecto de los verbos entre paréntesis.
Cuando yo (1) _____ (ser) niña, mi familia y yo siempre (2) _____ (ir) en diciembre a esquiar a Colorado. Todos los años, (3) _____ (quedarse) en la misma cabina. (4) _____ (ser) una cabina muy vieja, pero cómoda. A mí (5) _____ (encantar) quedarme en esa cabina porque una vez (6) _____ (ver) a un deportista famoso que (7) _____ (ir) a esquiar allí para entrenarse. Un año cuando (8) _____ (tener) quince años, mis padres (9) _____ (decidir) ir a México. En Cancún (10) _____ (quedarse) en un hotel moderno. El hotel (11) _____ (estar) en la playa. Nosotros (12) _____ (llegar) al hotel un sábado al amanecer. Enseguida yo (13) _____ (ponerse) mi traje de baño y (14) _____ (tomar) el sol. Recuerdo que por las tardes mi familia (15) _____ (ir) a visitar la ciudad. Ese año yo (16) _____ (divertirse) mucho.

El trofeo de Ana
Completa la historia de Ana y su trofeo, usando el pretérito o el imperfecto del verbo apropiado.
A Ana Ortiz siempre (1) _____ (gritar/gustar) las competencias deportivas. Todos los días (2) _____ (correr/pensar) en ganar un trofeo. Por eso ella (3) _____ (entrenarse/mojarse) todas las semanas, (4) _____ (correr/destruir) ocho kilómetros cada día y (5) _____ (hacer/venir) mucho ejercicio. Todos los días (6) _____ (oír/leer) el periódico para ver cuando (7) _____ (ser/saber) las carreras de San Antonio. Un día (8) _____ (caer/leer) que las carreras (9) _____ (ir/construir) a tener lugar en agosto y entonces Ana (10) _____ (caerse/inscribirse). Ella (11) _____ (saber/tener) tres meses para prepararse.
Por fin (12) _____ (buscar/llegar) el día de la carrera. Ana (13) _____(caer/saber) que (14) _____ (beber/competir) con los mejores atletas del país. Sin embargo, no se desanimó. Cuando (15) _____ (llover/empezar) la carrera, Ana (16) _____ (ir/sentirse) en cuarto lugar, pero después hizo un esfuerzo y ganó. ¡Le dieron su trofeo! Todos sus amigos (17) _____ (estar/competir) emocionados y gritaban “¡Felicitaciones!”.

Highlight for the answers:
1. Era
2. Íbamos
3. Nos quedábamos
4. Era
5. Me encantaba
6. Vi
7. Iba
8. Tenía
9. Decidieron
10. Nos quedamos
11. Estaba
12. Llegamos
13. Me puse
14. Tomé
15. Iba
16. Me divertí
1. Le gustaban
2. Pensaba
3. Se entrenaba
4. Corría
5. Hacía
6. Leía
7. Eran
8. Leyó
9. Iban
10. Se inscribió
11. Tenía
12. Llegó
13. Sabía
14. Competía
15. Empezó
16. Iba
17. Estaban