More Spanish: Basic Sentences

Full credit for all

1. Era imposible que los aztecas comprendieran la lengua de los españoles.

2. Los españoles esperaban que los indígenas adoptaran sus costumbres inmediatamente.

3. Los reyes querían que las colonias establecieran un intercambio de mercancías.

4. Según los aztecas era posible que los españoles fueran enviados por sus antepasados.

5. Los españoles temían que los indígenas se rebelaran contra ellos.


1. Mis padres preferían que mis hermanos y yo comiéramos bien.

2. Mi mamá exigía que todos adoptaran niños africanos.

3. Mis padres no querían que yo fuera a la fiesta.

4. Todos estábamos orgullosos que nuestros antepasados aprendieran computadoras.

5. Mi hermana tenía miedo que nuestro hermano abandonara la escuela.

6. A mis abuelos no les gustaba que los jóvenes de la familia hablara inglés.

7. Nadie creía que hubiera extraterrestres.

8. Era importante que todos nosotros se sintiéramos bien.

1. La cultura africana, españoles, indígenas, dominicana y estadounidense.

2. Los antepasados de la autora son África, España y Puerto Rico.

3. La cultura dominicana más ha influido en la vida de la autora.

4. En Nueva York hay una iglesia dominicana, y se escuchan cantantes dominicanos y españo-les en la radio. También hay festivales de música y presentaciones de arte africano.

5. Ella se siente orgullosa de su herencia.

6. Sí. En mi comunidad hay las culturas chines, mexicas, y estadounidenses.


1. F; Cortés entró a Tenochtitlán con sus soldados.

2. C

3. F; Cortés llegó a conocer al líder del imperio azteca.

4. C

5. C

1. C

2. F

3. C

4. C

5. F

6. F


1. Sí, se veía la influencia de las diferentes razas, religiones y costumbres.

2. La celebración del Día de los Muertos representa la combinación de elementos de las reli-giones católicas e indígenas.

3. La comida representa una fusión porque la alimentación de los indígenas cambió debido a los productos traídos por los españoles.

4. La herencia de Sandra es lo más noble de la historia de las Américas porque se compone de los indígenas, los españoles y los africanos.


1. Europeo : Europa ; africano : África

2. Igual: diferente ; poderoso: débil

3. Indígena : azteca ; europeo : español

4. Escribir : lápiz ; luchar ; arma

5. Justo : injusto ; desconocido : familiar

6. Volver : regresar ; lengua : idioma

A —¿Cómo vamos al museo, en autobús o a pie?
B —Depende . . . ¿tú sabes a qué cuadras de aquí está el museo?
A —Creo que a unas veinte . . . ¿Por qué no vamos en autobús?
B —Sí, mejor. Estoy cansada. ¿Sabes cuándo está la parada del autobús?
A —Aquí, pero . . . mira, aquí paran cuatro autobuses. ¿Qué tomamos? ¿A quién le pregunta-mos?


Ayer, ellos tuvieron muchas actividades. Primero, anduvieron un rato por el parque. Después, sus amigos vinieron a la casa de visita. Luego, estuvieron en la biblioteca e hicieron varias tareas para sus clases. Leyeron un cuento para la clase de inglés y tradujeron algunas frases del español al inglés. Al salir, quisieron llamar a Pablo e Isabel pero no pudieron porque su teléfono no funcionaba. Fueron a un café y pidieron unos pasteles con café. ¡Una manera perfecta de descansar después de un día tan ocupado!

—Necesitamos encontrar a un estudiante que sea muy artístico para hacer dibujos de los dio-ses.
—Pues, yo conozco a una chica que siempre hace dibujos muy bonitos en su cuaderno durante mi clase de inglés.
—Fernando compró un libro que tiene unos diseños de la Pirámide del sol. Podemos hacer un modelo de ella. ¿Conocemos a alguien que sepa hacer construcciones de cerámica?
—No puedo pensar en ningún estudiante pueda hacer un modelo de la pirámide.
—El calendario azteca es fascinante. Podemos dibujarlo y pintarlo usando cualquier sistema de colores que nos gusten.
—Buena idea. Vamos a buscar un dibujo o una foto que nos sierva de modelo.

1. C

2. F

3. C

4. F

5. C

6. F


1. Los dioses destruyeron a los habitantes de la Tierra.

2. Los dioses se reunieron en el sitio sagrado de Teotihuacán.

3. Uno de los dioses saltó al fuego y salió el Sol.

4. Como el Sol no se movía, los otros dioses se arrojaron al fuego.

5. Se crearon la Luna, el día, la noche y las estrellas.


Mayas Aztecas
Astronomía Cuando son las mañanas y las noches, las estrellas, los planetas, y la Luna. Tanto que los mayas.
Calendario Uno para los dioses y la religión, uno que tiene 365 días. Tanto que los mayas.
Escritura Un sistema de escritura que expresaba la lengua que hablaban (tenía cerca de 800 símbolos). Un sistema que mezclaba dibujos y símbolos.
Números El concepto del cero. No había.
Templos Tenían pirámides y templos para los dioses. Tanto que los mayas.

1. El programa de radio se trataba la invasión de marcianos.

2. El programa de radio causó gran revuelo.

3. El señor en la calle cree que los extraterrestres existen.

4. La señorita duda que existan los marcianos en realidad.


1. ¿Marcia ya excavó las ruinas?
No, no creo que las haya excavado.

2. ¿Tú ya pesaste las rocas?
No, no creo que las haya pesado.

3. ¿Carlos y Raúl ya trazaron la imagen?
No, no creo que la hayan trazado.

4. ¿Usted ya calculó el diámetro?
No, no creo que lo haya calculado.

5. ¿Mateo ya estudió la función?
No, no creo que la haya estudiado.

6. ¿Teresa y Emilio ya buscaron la estructura?
No, no creo que la hayan buscado.

1. Dudo quo los arqueólogos excaven en lugares donde no exista evidencia de otras civiliza-ciones.

2. Es improbable que una persona sin experiencia artística pueda trazar los diseños incas.

3. Es posible que las ruinas de los palacios pesen muchas toneladas.

4. No creo que los científicos calculen el diámetro de una estructura sin ver antes la evidencia.

5. Es imposible que el antiguo observatorio pese más que un edificio moderno. Creo que el observatorio pesa menos que un edificio moderno.

6. Estoy seguro de que los científicos son capaces de resolver muchos misteriosos.


Dudo que los seres humanos hayan transportado las piedras de Tihuanaco.

Creo que los incas construyeron Machu Picchu para protegerse de las invasiones.

Estoy seguro de que el señor Pakal está sentado en una nave espacial.

Es imposible que las piedras que se encontraron en Costa Rica sean perfectamente redondas.

Es probable que Atlántida haya sido en realidad la isla de Creta de Minos.

1.
ELEMENTOS DEL CUENTO
Nombre del personaje principal Rosa
Dos palabras que describen al personaje Perezosa a ambiciosa, y capaz
Una frase que dice cuál es el problema ¡Hoy es el día!
Una frase que dice cuál es el final Está bien.

2.
• El problema en el cuento es que Rosa no es ambiciosa pero ella finalmente realiza que ella necesita ambiciosa a vivir la vida. Carmen habrá decidido sacar a Rosa de la oficina.

• Lo habrá hecho porque para animar a Rosa.

• Sus compañeras de Rosa apoyan te lleven al Centro Nacional de Comunicaciones. Sí, ella ahora es muy ambiciosa.

• En el primo el futuro de Rosa será el mismo que ahora. Pero más adelante ella te lleven al Centro Nacional de Comunicaciones. Habrá dicho que no tiene ambiciones porque ella fui bien con su trabajo.

• En el final del cuento Rosa, Carmen y Betty realizan que es la Era de las Máquinas. Me parece pesimista porque no tiene muchos trabajos para la gente.

1. Laura quiere que le preste mi libro sobre genética pero no se lo voy a prestar.

2. ¿Viste el programa vía satélite sobre la importancia del español en el mundo? Te lo reco-miendo.

3. No recibimos la información sobre los nuevos aparatos eléctricos. El gerente de la empresa dice que nos la enviará la próxima semana.

4. Sé que ustedes comprarán una televisión digital. Se la pediré prestada.

5. Quiero leer el artículo sobre informática. ¿Me lo das?

6. Nos explicaron la tarea sobre las nuevas fuentes de energía que habrá en el 2020, pero no nos la explicaron muy bien.

7. Me compré un programa de realidad virtual. Te lo mostraré cuando vengas a casa.

1. lógica

2. ilógica; algunas enfermedades desparecerán.

3. lógica

4. ilógica; los genes contienen ADN.

5. lógica

6. lógica


1. mercadeo

2. informática

3. industria de la hospitalidad

4. traducciones

5. Servicios a empresas

1. haré

2. iré

3. realizaré

4. Estudiaré

5. pasaré

6. visitaré

7. podré

8. regresaré

9. llamará

10. diseñaré

11. tendré

12. disfrutarán


1. Será honesto.

2. Trabajará en una oficina.

3. Sabrá los idiomas.

4. Tendrá habilidad con pelo.

5. Se dedicará la física.

6. Venderán comida.

7. Será creativo.

8. Estudiará las ciencias.

9. Sabrá la ley.

10. Comprarán comida.

1. Mis padres se dedican a la empresa; ellos son hombres de negocios. No voy a seguir la mis-ma carrera porque quiero hacer más dinero.

2. El sueño que quiero realizar es ser rico y no tiene problemas. Quiero lograr ingeniero.

3. Sí, me gustaría mudarme a otro lugar a ver las otras culturas.

4. Me gustaría dedicarme proteger el medio ambiente porque es contaminado.

5. La carrera no me gustaría seguir es niñero porque los niños me molestan.

6. Me gustaría jugar los videos juegos.

7. Las mayores responsabilidades que tengo a mi edad son ser amable y obedecer la ley. Los problemas son problemas emocionales. Quiero cambiar las leyes rotas y proteger el medio ambiente.


1. En el futuro, ¿nos darán los robots más tiempo para dedicarlo al b. ocio y al descanso?

2. La c. mayoría de las fábricas ya tienen o pronto tendrán robots para hacer gran parte del trabajo allí.

3. La a. estrategia para vender los robots al público será a través de la Red.

4. Veremos robots en muchas b. viviendas también. Los usarán en casas y apartamentos para los trabajos diarios.

5. Muchas personas que predicen el futuro creen que el robot será uno de los a. avances tec-nológicos más importante del siglo.

Es imposible predecir el futuro, pero no hay duda de que el uso de la tecnología va a aumentar. Cada día, los ingenieros de sistemas escriben programas que cambian nuestra vida. Claro, las computadoras nunca van a reemplazar a las personas, pero los inventos como la realidad vir-tual, muestran cómo una computadora puede funcionar como si fuera una persona. Pero con todos los avances en el campo de la informática, es importante tener en cuenta que las compu-tadoras nunca serán personas.


1. ¿Los robots habrán reemplazado a los empleados de las fábricas?

2. En el campo de la medicina, ¿habrán curado a las personas que sufren de cáncer?

3. ¿Nos habremos comunicado nosotros con extraterrestres?

4. ¿Nuevas medicinas habrán prolongado la vida hasta los cien años?

5. ¿Nuevos métodos tecnológicos habrán reducido la contaminación del aire?

6. ¿Nos habremos enterado nosotros de las causas del cáncer?

7. ¿Habrán desaparecido las enfermedades, como el resfriado común?

8. ¿Habrán inventado los ingenieros nuevos aparatos que harán más fáciles los quehaceres diarios?

9. ¿Los autobuses eléctricos habrán aumentado el ahorro de gasolina?

10. ¿Los científicos habrán descubierto nuevas fuentes de energía en el medio ambiente?


1. En unos diez años, la mejor estudiante de geología de mi clase habrá descubierto nuevos materiales de la Luna.

2. Dentro de veinte años, nuestra amiga escritora habrá conseguido el Premio Nobel de Literatura.

3. Para las próximas Olimpiadas, mi patinadora favorita habrá reemplazado a la campeona mundial.

4. Si sigo estudiando, dentro de dos años habré aumentado mi vocabulario de español.

5. Dentro de 20 años, probablemente todos nosotros nos habremos mudado de casa alguna vez.

6. Dicen mis padres que como trabajamos mucho y somos dedicados, dentro de 15 años habrá alcanzado nuestras metas.

1.
1. El abogado

2. La mujer de negocios

3. El redactor

4. La diseñadora

5. El programador

6. La científica

7. El cocinero

2. El científico necesita ser ordenado y cuidadoso. El hombre de negocios necesita ser honesto e inteligente. El programador necesita ser emprendedor e inteligente. El redactor necesita ser capaz y cuidadoso. El juez y el abogado necesitan ser justo y elegante. El diseñador ne-cesita ser capaz y artístico. El cocinero necesita ser eficiente y artístico.


1. Estela es ambiciosa y quiere ser jefa. Estudiará finanzas.

2. Manolo se dedicará a la mecánica. Quiere ser el dueño de un taller mecánico.

3. Ana es traductora. Quiere desempeñar un cargo de traductora. Su sueño es viajar y conocer el mundo.

4. Francisco es maduro y estudioso. Dice que será arquitecto o ingeniero.

5. Belinda buscará empleo. Después estudiará para ser peluquera.


1. Ilógico

2. Ilógico

3. Lógico

4. Lógico

5. Ilógico

1. No, no puede decirse que la población hispanohablante es una minoría importante en Esta-dos Unidos porque se influye a muchas personas y muchos hispanohablantes son importan-tes. Desde los años noventa la población hispanohablante ha tenido un gran crecimiento.

2. Los hispanohablantes de Estados Unidos han trabajado en la política, los negocios, y las ciencias. César Chávez ha trabajado para los derechos de trabajadores. Nydia Velázquez ha influido muchas personas. Linda G. Alvarado ha hecho muchas compañías. Dr. Luis W. Álva-rez y Dr. Severo Ochoa son científicos buenos.

3. Unos ejemplo que los hispanohablantes participando en la política de Estados Unidos son César Chávez, Nydia Velázquez, Rosario Marín, y Anna Escobedo. Chávez organizó el United Farm Workers of America.

1. responsabilidad

2. servicio social

3. ciudadana

4. campaña

5. dona

6. juntar fondos

7. sociedad

8. comedores de beneficencia

9. donen

10. construir

11. gente sin hogar

1. El comedor de beneficencia

2. El centro recreativo

3. El centro de la comunidad

4. El hogar de ancianos

5. El centro de rehabilitación


1. Un aborago explicó como solicitar la ciudadanía.

2. Los voluntarios ayudaron a llenar los formularios.

3. Paola tuvo que estudiar la historia del país.

4. A Luis le es imposible ayudar en las clases para immigrantes.

1. árabes

2. católicos

3. romanos

4. época

5. idiomas

6. construcción

7. conquistaron

8. influencia

9. arquitectura

10. dominado

11. único

12. conquista

13. integrado

14. fundó

15. rejas

To govern Gobernar
To conquer Conquistar
Arab (adj.) Árabe
Jewish (adj. f.) La judía
Christian (adj. m.) El cristiano
Unity La unidad
Roman (adj. f.) Romana
To dominate Dominar
Conquest La conquista
Previously Anteriormente
Only (f.) Única
To assimilate Asimilar
Population La población
Language El idioma
Influence La influencia


La Señorita Méndez, la profesora de español, nos preguntó qué haríamos en un viaje a España. Yo dije que en España, podría practicar mi español y también que habría muchas oportunidades para aprender de la historia del país. Por ejemplo, yo querría visitar las mezquitas construidas por los árabes. Nuestra clase también tendría que ir al museo para ver las obras de arte creadas durante la época después de la conquista. Nosotros iríamos a Madrid, Toledo y Córdoba. Viajaría en tren para llegar a esas ciudades. Yo pondría mi cámara en mi mochila para sacar muchas fotos. Mi amigo, Miguel, dijo también que vendría a España con una buena cámara para sacar fotos de todos los monumentos. Además de visitar los lugares históricos, se divertiría mucho. Miguel y sus amigos sabrían a bailar, pero yo iría a uno de los famosos restaurantes y comería una buena paella. Al final del viaje, toda la clase sabría más sobre España.

Preterit vs. Imperfect Spanish Practice with a Concert

Full credit

El año pasado conocí/conocía a Shakira cuando fui/iba a su concierto. Cuando supe/sabía que iba a estar en concierto le pregunté/preguntaba a mi mamá si yo pude/podía ir. Mi mamá supo/sabía que a mí me encantó/encantaba Shakira, pero ella todavía no quiso/quería decir que sí porque ella pensó/pensaba que yo fui/era demasiado joven para ir a un concierto. Después fui/iba a hablar con mi hermano mayor y la conté/contaba del concierto. Él le dijo/decía a mi mamá que me llevaría al concierto. La noche del concierto fuimos/íbamos al concierto y apenas* pudimos/podíamos comprar entradas porque había mucha gente en la taquilla. El concierto fue increíble, pero nosotros quisimos/queríamos conocer a Shakira en persona. Mientras caminamos/caminábamos a nuestro coche, supimos/sabíamos que ella iba a firmar autógrafos en un restaurante local cuando nos dijo un amigos de mi hermano. Llegamos/llegábamos al restaurante y pudimos/podíamos hablar con ella por un tiempo. Ella nos dijo que quiso/quería hablar más, pero tenía que dormirse. Cuando volvimos/volvíamos a casa mi mamá supo/sabía lo que sucedió, ella no supo/sabía qué decir.

*barely

Highlight for answers:
Conocí
Fui
Supe
Pregunté
Podía
Sabía
Encantaba
Quería
Pensaba
Era
Fui
Conté
Dijo
Fuimos
Pudimos
Queríamos
Caminábamos
Supimos
Llegamos
Pudimos
Quería
Volvimos
Supo
Sabía

El Mundo de Francisco Goya Questions and Answers

Full credit

¿De dónde es Francisco Goya? _____
¿Cuántos años tenía cuando murió? _____
Describe su muerte: _____

Uno de sus grandes triunfos fue ser pintor de cámara. ¿Qué es un pintor de cámara? _____

¿Por qué son muy conocidos los retratos que hizo de la Duquesa de Alba? _____

Mientras él trabaja para la Real Fábrica de Tapices, dibujaba _____.
¿Dónde aparecían sus dibujos? _____

¿Por qué cambiaba la pintura de Goya? _____

¿Qué tema pintaba Goya cuando pintó El 3 de mayo de 1808? _____

Al final de su vida, ¿Qué pintaba? _____
¿Cómo se llaman sus obras de esta época? _____

¿Por qué crees que Goya es popular hoy en día? _____

Highlight for answers:
España
Ochenta y dos
Se muerte como una misteriosa enfermedad.
El pinto oficial de los reyes
Ella era una de las mujeres más hermosas de su época.
Bocetos de escenas alegres y pintorescas.
Sus dibujos aparecían en tapices que adornaban las paredes de los palacios reales.
Cambiaba con el tiempo para mostrar los sucesos que ocurrían en su país.
La guerra contra Francia
Imágenes de pesadillas
Sus obras se llaman
Creo que Goya es popular hoy en día porque sus cuadros son muy hermosos.

Imperfect vs. Preterit Spanish Practice for a Family Vacation

Full credit

Write the answers and explain why they are in preterit or imperfect.

Cuando yo (vivir) __1__ en el sur, mi familia siempre (hacer) __2__ un viaje durante las vaca-ciones de mi padre. Generalmente nosotros (viajar) __3__ a un lago o a las montañas. El verano pasado mi familia y yo (visitar) __4__ la capital de los Estados Unidos. La mañana del viaje, nosotros (salir) __5__ a las cinco de la mañana. Yo (tener) __6__ mucho sueño y me (dormir) __7__ inmediatamente. Cuando yo me (despertar) __8__, todavía (dormir) __9__ mis hermanos. El sol (brillar) __10__ y (hacer) __11__ buen tiempo. Después nosotros (seguir) __14__ el viaje. El paisaje (ser) __15__ magnífico. Al lado de la carretera (haber) __16__ mucho que ver. Una vez Pepe (ver) __17__ unas vacas, y una casa de estilo antiguo que me (llamar) __18__ la atención. Por fin, cansados pero contentos, nosotros (llegar) __19__ a la capital.

Highlight for answers:
1. Vivía; time
2. Hacía; siempre
3. Viajábamos; generalmente
4. Visitamos; specific time
5. Salimos; specific time
6. Tenía; feeling
7. Dormí; specific time
8. Desperté; specific action
9. Dormían; todavía
10. Brillaba; weather
11. Hacía; weather
12. Despertaron; specific time
13. Comimos; specific action
14. Seguimos; specific action
15. Era; description
16. Había; haber is always imperfect
17. Vio; specific time
18. Llamó; specific action
19. Llegamos; specific action

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

Spanish Practice for a Race

Quieres ayudar a Felipe con su artículo para el periódico de la escuela. Él no sabe qué palabras debe usar.

Dos estudiantes de nuestra escuela reciben premios

El sábado pasado tres escuelas participaron en la carrera de los 5 km. La carrera (se dio cuenta / tuvo lugar) en la Universidad Central. (Felicitaciones / Desafortunadamente), poca gente fue a la carrera. En la carrera, (se inscribieron / alcanzaron) diez estudiantes de nuestra escuela. La escuela José Martí envió a ocho (certificados / participantes) y la escuela San Lorenzo sólo tuvo cinco (metas / representantes). Fue una carrera dura, se podía ver el gran (entrenamiento / desanimado) que todos los estudiantes tuvieron antes de la carrera. El estudiante de la escuela San Lorenzo, Ernesto Díaz, (salió campeón / al principio). Cuando lo entrevistamos nos dijo que estuvo (inscribiéndose / entrenándose) por tres meses. (Al principio / Sin embargo) de la carrera se sintió (animado / desanimado) porque veía que los otros participantes lo dejaban atrás. Entonces (se dio cuenta / se entrenó) que tenía que (inscribirse / hacer un esfuerzo). Pensó en su papá que lo entreno y empezó a correr más rápido. “Alcancé la (inscripción / meta) que quería. Estoy muy emocionado,” nos dijo. El segundo y el tercer premio lo ganaron Teresa Suárez y Tomás Delgado, estudiantes de nuestra escuela. (La entrega de premios / La participante) se celebró en el estadio. Cada ganador (se emocionó / entrenó) al obtener su (ceremonia / medalla). Todos los otros participantes recibieron un (certificado / entrenamiento). Estamos muy (desanimados / orgullosos) de nuestros ganadores. ¡(Felicitaciones / Desafortunadamente) a todos los participantes!

Pretérito Imperfecto
1. (hacer) yo
2. (llamar) mi amiga
3. (ponerse) ellas
4. (levantarse) nosotros
5. (decir) tú
6. (pasar) él
7. (llegar) yo
8. (parecer) ella
9. (comenzar) yo
10. (tener) Uds.
11. (estar) tú
12. (decidir) nosotros

Highlight for answers:
Tuvo lugar
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Desanimado
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Hacer un esfuerzo
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1. Hice; hacía
2. Llamó; llamaba
3. Se pusieron; se ponían
4. Nos levantamos; nos levantábamos
5. Dijiste; decías
6. Pasó; pasaba
7. Llegué; llegaba
8. Pareció; parecía
9. Comencé; comenzaba
10. Tuvieron; tenían
11. Estuviste; estabas
12. Decidimos; decidíamos

WHO for MUN: Cuba's F.A.S.T. Food

Cuba's
F.A.S.T. Food
(food assistance safety taskforce)

Rapid Response Team:

-Supplying healthy and uncontaminated food to those in need of a safe source of food after natural disasters and food contamination outbreaks.

-Receiving funding and food from willing developed nations and NGOs including Food For The Hungry, POPs Elimination Network (IPEN), EECCA POPs Network, World Wild Fund (WWF), Oxfam, The Collaborative on Health and the Environment, Health and Environment Alliance.

-Functioning in Conjunction with the to-be-established regionally-based food aid agencies also proposed by Cuba who would oversee databases containing information concerning food contamination outbreaks.

WHO Resolution for Food Contamination #2

World Health Organization
Food Contamination
Panama, Bangladesh, Yemen, Qatar, Netherlands, Sweden, Armenia, Iran, Indonesia, South Korea, Pakistan, Poland, United States, Burkina Faso, Afghanistan, Venezuela, Spain

The General Assembly

Recognizing INFOSAN's (International Food Safety Authorities Network) success of gaining 140 member nations to join in just one year between 2004-2005,

Noting that food contamination causes 1.5 million deaths annually,

Recalling the recent melamine incident in 2008 in which Chinese producers diluted the milk to increase protein levels causing a massive global recall,

1. Recommends the use of radio-frequency identification (RFID) to trace original makers easily, locate, and identify contaminants in the market:
a. RFID consists of an antenna and transceiver that can be tracked using radio waves;
b. RFID is an object that can be incorporated into product;
c. Tags could trace history of food package's every ingredient, with readers scanning them quickly and giving them to investigators quickly;
d. RFID can stop the spread of food contaminants to ensure food safety and gets rid of food contamination as well as bioterrorism threats;

2. Suggests the strengthening of the food industry by increasing the use of food labels with regards to:
a. Description of factual food types, ingredients, weight/volume, and the producer's name and address;
b. Chilled, deep-frozen, and prepackaged foods;
c. Storage directions, packaging date, and sell-by-date;

3. Urges the WHO to conduct random food inspections on food companies from farm to fork to check for illegal actions to food contamination;

4. Considers the effects pollution has on the contamination of crops;

5. Emphasizes the need for water purification by applying the safe water system by:
a. UV purifiers,
b. Water tablets,
c. Larger water purifying pumps provided by Play Pumps International,
d. Ensuring that the water used to feed our livestock is safe and pure,
e. Instituting current purifying systems to prevent materials from iron pipes do not get into or attain bacteria from sewage;

6. Emphasizing the need to implement Emergency Response Management Programs in different organization hat:
a. Specialize in food safety that deals with:
i. Prevention
ii. Detection
iii. Response
iv. Recovery
b. Work towards the purposes of:
i. Preventing proliferation of contaminated food
ii. Ensuring public health safety
iii.Facilitating food recalls
iv. Supporting international cooperation
v. Enhancing protection of the food industry

7. Encourages implementation of food control safety systems assigned the task of:
a. Monitoring
b. Assessing
c. Evaluating

8. Emphasizes the use of the World Food Safety Organization (WFSO) in the enforcement of the HACCP system and implementing the system into regulation standards with the WFSO by providing:
a. Information, education, networking for food practitioners
b. Accredited training program
c. A register of accredited consultants and auditors
d. Criteria for measuring an effective Food Safety Management system
e. Platform for all Food Agencies to jointly develop an International Food Safety

9. Supports the implementation of a monitoring system that will regularly and randomly inspect factories and manufacturing locations that handle, package, and process foods in order to ensure cleanliness, sanitation, and other health expectations that can be agreed upon by the majority of nations;

10. Endorses that the FAO assists nations or regions in establishing their own governmentally or inter-governmentally regulated Food and Drug Administration which regulated the safety of the food products in the nation or region

11. Encourages the regional establishment of research programs targeting bacteria and mineral, modeled after Bangladesh's current organization and collaboration with Australia Aid.

12. Calls upon funding for the infrastructure for water sanitation from:
a. UN water
b. Contributions from developed nations
c. World Bank
d. Regional Arsenic Mitigation program and other NGO's

Signatories:
Vietnam, South Africa, Spain, Croatia, United Kingdom, Japan