Puente: Customized Level 2 Review - SraCombs
Holt SpanishPuente: CustomizedLevel 2 Review
ReviewerBill HellerCopyright by Holt, Rinehart and WinstonAll rights reserved. No part of this publication may be reproduced or transmitted in any form orby any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher.Teachers using ¡EXPRÉSATE! may photocopy blackline masters in complete pages in sufficientquantities for classroom use only and not for resale.¡EXPRÉSATE!, HOLT, and the “Owl Design” are trademarks licensed to Holt, Rinehart andWinston, registered in the United States of America and/or other jurisdictions.Printed in the United States of AmericaIf you have received these materials as examination copies free of charge, Harcourt SchoolPublishers retains title to the materials and they may not be resold. Resale of examination copiesis strictly prohibited and is illegal.Possession of this publication in print format does not entitle users to convert this publication,or any portion of it, into electronic format.ISBN 0-03-079639-31 2 3 4 5 6 7 8 9 170 10 09 08 07 06
Table of ContentsTo The Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vAudio References Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .viCorrelations of ¡Exprésate! Student Edition Chapters to Puente Topics . . . . .viiDiagnostic ToolsDiagnostic Exam Part 1 (Chapters 1–5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Answer Key and Script . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Diagnostic Exam Part 2 (Chapters 6–10) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Answer Key and Script. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Diagnostic Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Vocabulary and Grammar ReviewVocabulary Review Part 1 (Chapters 1–5)Tema 1 ¿Cómo son? (Describing People) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Tema 2 Las profesiones (Professions). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Tema 3 Los encuentros (Socializing) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Tema 4 Mi casa (Inside the House) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Tema 5 Los quehaceres domésticos (Helping Out at Home) . . . . . . . . . . . . . . . . . . . . . . . 27Tema 6 En mi ciudad (Places in the City) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Tema 7 ¡Siga adelante! (Asking for Directions) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Tema 8 Las partes del cuerpo (Parts of the Body) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Tema 9 Accidentes y enfermedades (Accidents and Illnesses) . . . . . . . . . . . . . . . . . . . . . . . 35Tema 10 Las rutinas (Daily Routines) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Tema 11 Las competencias (Competitive Events) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Tema 12 Los pasatiempos (Hobbies and Pastimes) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Grammar Review Part 1 (Chapters 1–5)Tema 1 The Present Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Tema 2 Gustar, Tocar and Parecer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Tema 3 Ser and Estar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Tema 4 Conocer and Saber. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Tema 5 Using Infinitives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Tema 6 Preterite: Regular Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Tema 7 Stem Changes and Spelling Changes in the Preterite . . . . . . . . . . . . . . . . . . . . . . 55Tema 8 Preterite: Irregular Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Tema 9 Direct and Indirect Object Pronouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Tema 10 Verbs with Reflexive Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Tema 11 Impersonal Se and Passive Se . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Tema 12 Informal Commands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65Tema 13 Formal Commands. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Tema 14 Possessive Adjectives and Possessive Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . 69Tema 15 Negation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Holt SpanishCopyright by Holt, Rinehart and Winston. All rights reserved.Puente: Customized Level 2 Reviewiii
Table of ContentsVocabulary Review Part 2 (Chapters 6–10)Tema 13 ¿Cómo eran? (Describing Personality) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73Tema 14 La familia (Family) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75Tema 15 Cuando era niño (Childhood Activities) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77Tema 16 Las comidas (Meals) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79Tema 17 En el restaurante (Ordering Food and Commenting on Food) . . . . . . . . . . . . . . . 81Tema 18 Una dieta balanceada (Nutrition and Food Preparation) . . . . . . . . . . . . . . . . . . . 83Tema 19 La ropa (Clothes). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85Tema 20 ¿Cómo me queda? (Trying on Clothes). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87Tema 21 En el mercado (Shopping at the Market) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Tema 22 El clima y la naturaleza (Nature and Climate) . . . . . . . . . . . . . . . . . . . . . . . . . . . 91Tema 23 Preparativos para el viaje (Travel Preparation and Services) . . . . . . . . . . . . . . . . 93Tema 24 De vacaciones (Vacation Activities) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Grammar Review Part 2 (Chapters 6–10)Tema 16 Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97Tema 17 Demonstrative Adjectives and Demonstrative Pronouns . . . . . . . . . . . . . . . . . . 99Tema 18 Double Object Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Tema 19 Reciprocal Actions and Reflexive Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . 103Tema 20 Por and Para . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105Tema 21 Comparatives and Superlatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107Tema 22 The Present Perfect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109Tema 23 The Future Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111Tema 24 Preterite with Mental and Emotional States . . . . . . . . . . . . . . . . . . . . . . . . . . . 113Tema 25 Imperfect: Regular and Irregular Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115Tema 26 Preterite and Imperfect for Storytelling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117Tema 27 Preterite and Imperfect: Summary of Uses . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119Tema 28 Subjunctive: Regular Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121Tema 29 Subjunctive: Stem Changes and Spelling Changes . . . . . . . . . . . . . . . . . . . . . . 123Tema 30 Subjunctive: Irregular Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125Answer Key and Listening Scripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127Geocultura ReviewCiudad de México (Chapter 1). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141Cuzco (Chapter 2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142Santo Domingo (Chapter 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143Miami (Chapter 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144San José (Chapter 5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145Segovia (Chapter 6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146San Juan (Chapter 7) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147Santiago (Chapter 8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148El Paso (Chapter 9) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149Buenos Aires (Chapter 10) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151Holt SpanishCopyright by Holt, Rinehart and Winston. All rights reserved.Puente: Customized Level 2 Reviewiv
To the TeacherThe ¡Exprésate! Puente: Customized Level 2 Review provides you with a bridgingtool to review the major vocabulary, grammar and culture topics of Level 2¡Exprésate! Whether students need to focus on specific topics or chapters, or do aglobal review of Level 2, the Puente can help them.The Puente starts with two Diagnostic Exams, each of which reviews one semester ofLevel 2 ¡Exprésate! Each exam targets key vocabulary and grammar topics and takesone class period to administer. After each exam, you can use the Diagnostic RubricCharts on pp. 13–17 to conduct an item analysis. From the results, you can tailor areview to the topics students missed the most.The Correlations Charts of Student Edition Chapters to Puente Topics is anotherresource for creating a customized review packet. These charts, found on pp. vii-viii,show which Puente vocabulary and grammar topics review the material in a givenLevel 2 ¡Exprésate! Student Edition chapter.The resources that you may select to create a review packet are listed in the Puente’sTable of Contents. They include: 24 two-page Vocabulary Topic Reviews, with illustrated presentations followed bypractice activities and listening activities included on the accompanying Audio CD; 30 two-page Grammar Topic Reviews, with a brief summary of the concept followed by practice activities and listening activities included on the Audio CD; 10 one-page Geoculture Reviews, with maps and puzzles that highlight geographic and cultural content from the Level 2 textbook.Since each set of review sheets focuses on a single topic, Level 2 and 3 teachers willfind many ways to use them to meet their students’ needs and enhance programcontinuity.Level 3 teachers may use some of the review sheets from Part 2 of the Level 2 Puente,to review, re-teach, or present Level 2 topics prior to beginning lessons that build onthose topics in the Level 3 textbook. This might be helpful if students did not completeall ten chapters in Level 2. Level 3 teachers may also use the individual review sheetsto help transfer students or students with extended absences to catch up. TheCorrelations Chart will be helpful in matching review sheets to lesson topics.Level 2 teachers may use the ¡Exprésate! Puente as an additional resource for reviewand reinforcement. Individual sets of review sheets can be used to review for themidterm or final exam; to give remedial practice after chapter testing; or to send totutors for use with students who are absent for an extended time.All Puente resources can be accessed on the ¡Exprésate! One Stop Planner. Theseinclude the review sheets, exams, charts, answer keys and scripts listed in the Puente’sTable of Contents.We hope the ¡Exprésate! Puente gives you one more tool to meet the diverse needs ofyour students and to help you build success and confidence in each one.Holt SpanishCopyright by Holt, Rinehart and Winston. All rights reserved.Puente: Customized Level 2 Reviewv
Audio yScripts12DiagnosticExam 1, p. 1, Act. AExam 2, p. 7, Act. Ap. 6p. 1234567891011Part 1VocabularyTemaTemaTemaTemaTemaTemaTemaTemaTema1, p. 20, Act. A2, p. 22, Act. A4, p. 26, Act. B5, p. 28, Act. A6, p. 30, Act. B7, p. 32, Act. B10, p. 38, Act. B11, p. 40, Act. B12, p. 42, Act. Bpp. 131–132TemaTemaTemaTemaTemaTema1, p. 44, Act. B7, p. 55, Act. B9, p. 60, Act. B12, p. 66, Act. B13, p. 68, Act. B14, p. 70, Act. Bpp. 132–133pp. 137–139121314151617Part 1Grammar1819202122232425262728Part 233Part .p.99, Act. B109, Act. B114, Act. B116, Act. B122, Act. BHolt SpanishCopyright by Holt, Rinehart and Winston. All rights ct.BBBBBBBBBBBpp. 139–140Puente: Customized Level 2 Reviewvi
Correlations of ¡Exprésate! StudentEdition Chapters to Puente TopicsTo review core vocabulary and grammar topics in Chapters 1–5 of Level 2 ¡Exprésate!,refer to the corresponding Puente topics. Some topics contain lessons presented inmore than one chapter. The concepts for these topics were grouped to provide acomprehensive review.Puente VocabularyPuente GrammarChapter 1Topic 1 Describing PeopleTopic 5 Helping Out atHomeTopic 14 FamilyTopic 1 The Present TenseTopic 5 Using InfinitivesTopic 10 Verbs with ReflexivePronounsChapter 2Topic 2 ProfessionsTopic 4 Inside the HouseTopic 2 Gustar, Tocar and ParecerTopic 6 Preterite: Regular FormsTopic 9 Direct and IndirectObject PronounsChapter 3Topic 6 Places in the CityTopic 4 Conocer and SaberTopic 7 Asking for Directions Topic 11 Impersonal Se and Passive SeTopic 12 Informal CommandsTopic 13 Formal CommandsChapter 4Topic 8 Parts of the BodyTopic 9 Accidents andIllnessesTopic 11 Competitive EventsTopic 3 Ser and EstarTopic 7 Stem Changes and SpellingChanges in the PreteriteChapter 5Topic 3 SocializingTopic 10 Daily RoutinesTopic 12 Hobbies andPastimesTopic 8 Preterite: Irregular FormsTopic 14 Possessive Adjectives andPossessive PronounsTopic 15 NegationHolt SpanishCopyright by Holt, Rinehart and Winston. All rights reserved.Puente: Customized Level 2 Reviewvii
Correlations of ¡Exprésate! StudentEdition Chapters to Puente TopicsTo review core vocabulary or grammar topics in Chapters 6–10 of Level 2 ¡Exprésate!,refer to the corresponding Puente topics. Some topics contain lessons presented inmore than one chapter. The concepts for these topics were grouped to provide acomprehensive review.Puente L2 VocabularyPuente L2 GrammarChapter 6Topic 13 DescribingPersonalityTopic 15 ChildhoodActivitiesTopic 19 Reciprocal Actions andReflexive PronounsTopic 24 Preterite with Mental andEmotional StatesTopic 25 Imperfect: Regular andIrregular FormsChapter 7Topic 16 MealsTopic 17 Ordering Foodand Commentingon FoodTopic 18 Nutrition andFood PreparationTopic 16 AdverbsTopic 18 Double Object PronounsChapter 8Topic 19 ClothesTopic 20 Trying on ClothesTopic 21 Shopping at theMarketTopic 17 Demonstrative Adjectivesand Demonstrative PronounsTopic 20 Por and ParaTopic 21 Comparatives andSuperlativesChapter 9Topic 22 Nature andClimateTopic 23 The Future TenseTopic 26 Preterite and Imperfectfor StorytellingTopic 28 Subjunctive: Regular FormsTopic 30 Subjunctive: Irregular FormsChapter 10Topic 23 Travel Preparationand ServicesTopic 24 Vacation ActivitiesTopic 22 The Present PerfectTopic 27 Preterite and Imperfect:Summary of UsesTopic 29 Subjunctive: Stem Changesand Spelling ChangesHolt SpanishCopyright by Holt, Rinehart and Winston. All rights reserved.Puente: Customized Level 2 Reviewviii
NombreClaseFechaEvaluación: Primera etapaAListen to each statement. Then choose the answer that best tells what each one isabout. (Some answers may be used more than once.)1.2.3.4.5.6.Ba. daily routinesb. professionsc. describing someoned. asking where something ise. describing the inside of a housef. describing the inside of a schoolVocabulario7. Alex is shy and a hard worker. His brother Rene is quite the opposite.Choose the words that best describe Rene.a. aburrido y graciosob. simpático y perezosoc. extrovertido y perezosod. antipático y trabajador8. Paola has a toothache. Which of the following professionals should shemake an appointment with?a. el médicob. el dentistac. el mecánicod. el carpintero9. Choose the dialog that does not have a logical reply.a. —¡Mario! ¿Qué hay de nuevo?—Lo de siempre.b. —¿Cuánto tiempo hace que juegas al tenis?—Un mes. ¡Me encanta!c. —Rosa, ¿quién es ese muchacho?—Ah, ese es Miguel. Él diseña páginas Web.d. —Ana, te presento a mi hermano Raúl.—Vale. Que te vaya bien.10. Which of the following items does not belong in the kitchen?a. la duchab. el lavaplatosc. el hornod. la estufaHolt SpanishCopyright by Holt, Rinehart and Winston. All rights reserved.Puente: Customized Level 2 Review1
NombreClaseFechaEVALUACIÓN: PRIMERA ETAPA11. Gloria’s mom has told her that it is her turn to sweep the floor. Whichof the following sentences expresses what her mom told her to do?a. Debes pasar la aspiradora.b. Hoy te toca barrer el piso.c. Te falta limpiar la cocina.d. Tienes que sacudir los muebles.12. Choose the dialog that has a logical reply.a. —Disculpe, ¿sabe usted dónde está la librería?—No estoy seguro. creo que a las cinco.b. —¿Me podría decir a qué hora cierra el café?—Está enfrente de la floristería.c. —¿Dónde compraste el pan?—Fui a la panadería.d. —¿Quién hizo el pastel?—Ana pasó por la oficina de correos.13. Óscar asks the receptionist at a medical building on which floor isDr. Mendoza’s office. Which of the following is the most likelyresponse?a. Está en el sexto piso.b. Está a dos cuadras.c. Está enfrente de la zona verde.d. Está en la esquina, al lado del semáforo.14. Which of the following body parts is part of the face?a. la rodillab. la mejillac. la muñecad. las uñas15. María was playing soccer and she twisted her ankle. Which of thefollowing pieces of advice would her coach most likely give her?a. Lávate el tobillo y ponte una curita.b. Ponte ungüento.c. Ponte hielo y véndate el tobillo.d. Tómate este jarabe.16. Which of the following best expresses the correct order of a typicalmorning routine?a. darle de comer al gato, apagar las luces, cerrar la puerta con llaveb. vestirse, ducharse, apagar las lucesc. apagar las luces, desayunar, cerrar la puerta con llaved. cenar, agarrar la mochila, maquillarseHolt SpanishCopyright by Holt, Rinehart and Winston. All rights reserved.Puente: Customiz
Level 3 teachers may use some of the review sheets from Part 2 of the Level 2 Puente, to review, re-teach, or present Level 2 topics prior to beginning lessons that build on those topics in the Level 3 textbook. This might be helpful if students did not complete all ten chapters in Level 2. Level
puente H independiente de la aplicación, por lo que no se fijan objetivos de diseño o de control. Se utiliza el control de banda de histéresis para la explicación ya que permite observar los cambios de la corriente a controlar cuando conmutan los interruptores del inversor puente H. La explicación del inversor puente H
The Puente starts with two Diagnostic Exams,each of which reviews one semester of Level 2 ¡Exprésate!Each exam targets key vocabulary and grammar topics and takes one class period to administer. After each exam, you can use the Diagnostic Rubric Charts on pp. 13–17 to con
1.9.2. Etapa de redescubrimiento de los puentes colgantes 1.9.3. Etapa desde el puente de Brooklyn al puente de Tacoma 1.9.4. Etapa desde el puente de Tacoma a los actuales puentes europeos y asiáticos 1.9.5. Grandes puentes colgantes futuros
The City of La Puente's Annual Comprehensive Financial Report for the fiscal year ended June 30, 2021 is transmitted herewith in compliance with State law and the relevant . operated by the Hacienda La Puente Unified School District. The City provides a number of in-house programs and functions including: City Clerk's Office, Development .
northeast of Downey. In addition, the Anaheim, Puente Hills, Elysian and Newport-Inglewood Faults are within or near Downey's city limit and those faults are all active or potentially active faults. For this reason, the Whittier and Puente Hills faults with Magnitude (M) 6.8 and 7.0 respectively were chosen to run in the scenarios.
contar el puente (ancho de carril y aceras), entre otras. Se definió un puente de dos carriles, cada uno de 3,6m, con aceras de 1,85m en cada lado. Se optó por un vado en el margen de aguas abajo del río con un ancho de 4,6m, 2,3m por carril, lo cual es el ancho mínimo para vías propuesto por el SIECA.
zExecuted a 15-year service agreement with UPRR zBegan construction of the PHIMF and MRL railyard. WBR Progress in 2010WBR Progress in 2010 zAwarded 36 million contract for MRL rail yard and spur . Puente Hills Intermodal Facility Puente Hills Intermodal Facility Existing Puente HillsPuente Hills MRF.
Grade 2 Indiana Academic Standards 2014 3 . READING: Literature. There are three key areas found in the Reading: Literature section for grades 6-12: Key Ideas and Textual Support, Structural Elements and Organization, and Synthesis and Connection of Ideas. By demonstrating the skills listed in each section, students should be able to meet the Learning Outcome for Reading: Literature. Learning .
