Ditto. Delete gloss

ditto. Gloss is not needed.

Again, I would delete the gloss or, at most, just gloss expresiones temporales (temporal expressions). But students who do not understand expresiones temporales are not going to understand temporal expressions either. It is a conceptual problem, not a literal comprehension of cognates problem.

Comment about the intro for indirect objects:

• The statement: identify the verb... and ask yourself: ¿A quién?... What about Veo a Juan. ¿A quién? A Juan. But this is the OD, not the OI.

Comment about combinar los pronombres:

• In the intro, there is a little table with me, te, le, etc. There are asterisks next to le and ellas, but nothing here that explains them. If it is in the video, students will have to wait way too long to get that explanation. Why not just put both subject pronouns: él/la and ellos/ellas, There is space, and it would avoid the mystery for students.

I don't think you should use the gloss.

the term used in U.S. English is mail carrier

According to Wordreference, a bell that you have in your hand (does anyone even have these anymore?) is la campanilla. The bell that signals the end of a class period is la campana or el timbre. The most useful meaning of bell for this course is la campana/el timbre, I think.

I understand that sordomudo (adj.) is still used in Spanish, but deaf-mute is considered offensive in English. The term is deaf. Even in Spanish, I think you should delete this entry, because sordo expresses the meaning you are looking for. A deaf child (or adult) may or may not speak, but that is now considered a political choice by the family and by the individual Deaf person.

Clarify that it is el/la víctima (never víctimo)

is there a feminine form also?

when you give the gender of testigo, you will need to indicate that it is el/la testigo (never testiga)

article needed

only masc form okay? (Here and throughout0

include the gender of the second noun here and everywhere else.

If each group writes one question on the board, then the number of questions is the same as the number of groups. This doesn't leave the instructor a lot of leeway if there are duplicate questions or if any of the questions aren't good.

I have commented on this before. The instructions are addressed to the individual tú, but it is really to each group that the the teacher speaks, not to each individual student. This needs to be clarified.

delete Comments about the questions:

• a), b), c), d). In these statements you have changed the order of the siglas. In the text it was LGBTQ, and in these questions it is LGTBQ. (So glad I noticed this!)
• b) The verb ha sufrido can agree with either número or jóvenes. To my (non-native) ear, han sufrido sounds better. Fernando, what do you think?
• c) This was hard for me to understand at first because I couldn't figure out the subject of son until later in the sentence. How about this instead: Reconocer la identidad LGBTQ tiene solo efectos...
• d) I have not said this before, but maybe I should have because there are so many examples throughout like this one, where you have a negative statement whose answer is Falso. In my experience as a test developer, this is considered to be problematic, because students have to process two negatives. Here there is an easy fix: La privacidad... es un tema de poca importancia...
• c) Same issue here. You can fix it by saying: Existen muy pocas actividades...

You have not introduced or explained the map, and the map has no header. How are readers to know what they are looking at?

The header of the figure and the labels under the bars are in very tiny font. Can you enlarge?

Is this "come out"? If so, I would not use this verb. First, neither the RAE nor Wordreference recognizes it as having the meaning of "come out." Second, it has the connotation of being a penitente, which is not the message you want to communicate. Wordreference suggests: declararse; or. to be even clearer, declarar públicamente su orientación sexual LGBTQ

Delete Entre and start the sentence with Los. Otherwise it is not grammatical.

I would write it out: ...estados de Estados Unidos.

picky editorial thing, but I think in Spanish the subtitle after the colon is initial lower case.

typo: comprensión

delete

a continuación

delete accent mark Comment on the infographic:

• to be consistent, mujer and hombre should be initial lower case

This word is tricky. I suggest putting m and f forms of adjectives, and here you would need something like suicida (m/f) to show that it ends in a for nouns of both genders.

concealing is not a good translation. Better would be concealment

Should nouns have articles? Should adjectives have m/f forms?

What is the purpose of this question? Also, not clear to me whether you are asking for the name of the organization or the name of the school.

Comments on the questions:

• a) Kahlo

This sounds like they should the vocab list at the end of this module, not the word bank at the end of the activity. I suggest: Usando las palabras al final de la carta, completa la carta que...

Also, typo: should be Kahlo (3 places)

default masc okay here and in Paso 2?

Fix the spacing.

la comunidad

If they are supposed to underline the recipient of the advice, then madre should be underlined also. In fact, in the modelo and in all of the questions, I suggest making madre part of both options by repeating it each time. For example (modelo): ... si yo fuera una madre recién llegada / la madre de un niño anglohablante

delete accent mark

delete

No accent on video (2 instances)

This is not exactly the right question (here or in the next bullet). I think it should be: ¿Por qué piensas así?

ofrece?

Two things:

• typo: la escuela
• article with dates 2000 and after: In case you want to know this (I can't remember if I mentioned it earlier), the use of the definite article before the year is optional: https://www.fundeu.es/recomendacion/articulo-delante-de-los-anos/

Should this be subjunctive?

write out Estados Unidos

They are not observing, but rather are reading a series of statements. Rephrasing needed.

make condicional initial lower case.

Comments on the text:

• Alvarado second turn: ...que llegan a Estados Unidos.
• Alvarado third turn: Will Pressbooks allow for a superscript? The (1) and (2) (in 4th turn) are not great. If not, I suggest just glossing in English in parens (and in italics) right after each term. In fact, what is wrong with glossing? You have not used footnotes like this before.

This sounds a bit awkward to me. You could just delete it.

default masc okay?

default masc okay?

initial lower case

abogada (she is Verónica)

This seems like an irrelevant detail, since it is a normal part of adolescence.

delete a. Also, comments about the questions:

• a) Rephrase to avoid so much repetitions in the options. I suggest (and note picky editing in the stem): Según el señor González, están de moda las disciplinas relacionadas con... Then start options with initial lower case and delete end punctuation.
• b) Delete Jorqe quiere from the options and start each option like this: Trabajar de camarero... Tener un trabajo... etc.

Comments on the activity:

• When Jorge addresses the counselor (at beginning), it should be señor González (initial lower case).
• First time counselor speaks: I would delete Tú and just start question with the verb: ¿Quieres estudiar...
• Third time counselor speaks: Delete tú (subject pronoun).
• Fourth time counselor speaks: ...que mantengas notas buenas. Initial lower case for internet. The last sentence is factually incorrect, since there will be other things that the student needs for the application, like letters of recommendation and the application essay. I don't think there is a carta de presentación. Just as an aside (since this is a language activity), I think his advice is terrible. He should be directing the student towards extracurricular activities that will help him explore his interests. Also, he should be telling Jorge to take all of the science classes he can; good grades are not enough. (I could say more...)

I misinterpreted this at first to mean that the student was in possession of the vocabulary words :). I suggest simplifying the DL: Completa la conversación entre el estudiante y el consejero utilizando las palabras al final. Also, your consejero in the modelo of Act. 12 is male. Should you make this one female? Doing so will require lots of changes, so it may be better to change the model in Act. 12.

why not simplify: tengo que hablar con mi consejero; or tengo que reunirme con me consejero.

From a culinary perspective, I think it should be the other way around -- bake the cookies first, since once the turkey comes out of the oven, there won't be time to make cookies before people will want to eat the turkey :)

accent mark needed -- proteínas.

Of the five sentences, only one has an infinitive construction. That seems unbalanced. I think you need to make one more have an infinitive.

to highlight these phrases, I suggest negrita rather than single quotes.

delete accent mark.

delete.

I don't know if you have time/ability to edit the video, but there are several picky things that I noticed. If so, let me know and I will walk you through them.

delete accent in video (2 places).

su posición

Another inconsistency: the " " here is a way to highlight something rather than quote something. I commented on this earlier, and in addition, in the previous activity, in b) you have 'x' (single quotes). So here you need single quotes too.

should this be lo (since the referent is the singular género)?

I think this is the first time in this book that I have seen << >> rather than " " in this book. Even in this passage you have both. If there is not a reason for this inconsistency, than I suggest " " to be consistent with other quotations.

I would delete the highlighted words to create more direct phrasing.

I think that you can just say para justificarla, because each group will be arguing for only one position.

que siguen / a continuación

You ask for an explanation/justification only if they answer no. I suggest asking them to say why if they answer yes. Suggested wording: ...en el futuro? ¿Por qué? Si no, ...

It is a palabra, not so much una expresión, which I think is used more often for phrases (at least in textbooks). If you agree, then shorten the second question to avoid repetition: ¿Por qué se usa una 'x' al final? Also, are you referring to English specifically, or to both English and Spanish? In Spanish, does it have initial cap?

The use of present perfect here is odd, as though you think it is a rare occurrence. Why not use the present tense: ¿Utilizas el lenguaje inclusivo (en cualquier lengua)? Habla de tus experiencias.

I assume that the infographic is authentic (not created by you). But if you did design it, I have a comment about "la comunidad transgénera":

• RAE has not recognized (yet) transgénero as a word.
• Wordreference says that the adjective transgénero is both m and f. So it should (according to their dictionary, which I think is Collins), be la comunidad transgénero. Comments about the questions: a) You don't specify in the instructions that they should use lenguaje inclusivo de acuerdo con las guías en la infografía. I think you need to specify this. Also, make options initial lower cap.

b) Put de clase into the stem to avoid repetition in the options. I don't think you need a gloss. Make options initial lower case.

c) I don't think you need the gloss. Also, options should be initial lower case

ditto

If this word needs a gloss, shouldn't it be glossed in the header (title) of the activity rather than here?

ditto

default masc okay here?

delete this word?

I suggest changing it to an occasion that is not religiously marked (since activity is not about religion). How about: para mi cumpleaños.

I would say guardar

You could simplify: Completa el correo con las formas... Comments about the email:

• Since you have just told them to complete the email, you do not need the heading here to repeat it.
• Would she write Querido Carlos to the principal, or Estimado Carlos?
• It seems unrealistic that if almost all of the computers in the classroom are broken that it is all of a sudden a problem because of the upcoming exams. Why is the principal hearing about it now? You could revise here by changing it this way: ...semanas, pero no hay computadoras suficientes. ¿Cómo podrán hacer_ al mismo tiempo si no hay computadoras para todos? Nos hacen falta tres. ¿La escuela __ comprará antes del examen?
• Yasmín with accent in the closing?

I suggest writing it out (students outside the Midwest may not recognize the abbreviation).

Yasmín (with an accent mark)?

From how the dialogue goes, Andrés sounds like a teacher, not a principal. Also, you could highlight the te in pedirte to add an indirect object.

I would simplify: Una máquina que proyecta imágenes sobre una pantalla.

I would delete this word. Not needed.

I would simplify: Una máquina que se usa para hacer copias.

should be la hora, ¿no?

Since the gender of sacapuntas is hard, why not use articles for all of the nouns?

I have to say that I didn't know this one, so I looked it up. Can you fix the font so that the numbers are the same size as the ones in the other bullets?

This turns out to be more complicated than it appears. 1 billion is mil millones in the U.S. (1 followed by 9 zeros). But in the UK it is a million millions (1 followed by 12 zeros). Do you want the two terms to be equivalent (like the others)? If so, you need to change 1 billón to mil millones. Here is the RAE entry that explains this: https://dle.rae.es/billón?m=form

As long as you are changing stuff, why not update this to 2022?

initial lower case

I don't think students will understand this question. I suggest: ¿Cuándo se usa el punto en la calculadora de la izquierda? ¿Y la coma en la de la derecha?

Justifica is a pretty strong verb, one that I reserve for opinions on complex topics. How about Explica instead

delete

For students it will be clearer to se Se dice...

Is this the best way to express the DL? To consider: Observar. Revisa las dos calculadoras e identifica cuatro diferencias.

This is not a guion; they are guidelines. I suggest instead: No trates de traducir las guías para tu papel; intenta manejar una conversación.... compañero/a.

I think the order of the last two bullets has to be changed -- first stop the current bullying, and then worry about prevention in the future. So you need to revise the last two bullets for both roles -- specific measures for the current crisis first, and then more general advice in response to a question from the parent on how to avoid cyberbullying in the future.

You need to say specifically that the bullying is happening online so the parent doesn't start talking about physical bullying at school instead.

If you want this to be about cyberbullying specifically, then you need to add here that the counselor has to explain the connection between bullying and the omnipresence of social media in the lives of school-age children.

why not just tiene. Also, I suggest that you delete the second problem (the devices) unless you want it to be specifically a cyberbullying problem. There needs to be more for the parent to say about the bullying problem in this second bullet.

I suggest adding to this instruction that the counselor briefly explain what a school counselor does. Also change this word to consejero/a.

Again, I suggest that you change the order of presentation of the roles, to create a clearer context for the role of the consejero/a.

I suggest this student be a boy.

Rather than this, I suggest a response to the parent about the specific health problem that the child has: Responde a la preocupación de la madre/el padre y explica qué puedes hacer durante el día escolar para ayudar a la niña.

If the child (I suggest she be female) has a specific health problem, I think it is better to say that directly. That way you can include an instruction to the nurse to respond to the parent on this topic, not just give general advice. I suggest something like this: Comparte detalles sobre un problema de salud de tu hija. Pregunta cómo el enfermero/a puede ayudar a tu hija durante el día escolar.

This doesn't seem like a preocupación to me, just a need for information. How about this: Explica que como en tu país no hay... escuelas, no sabes cuál es el papel...

I would change the order of the roles, since the parents apparently have questions for the nurse. It is better to present that role first, so that the tips about what the nurse says make more sense.

It will be easier if you just decide on whether the child is a boy or a girl, since no student has to take that role. Whatever you decide for this situation, you need to pick the other gender for the child in the next situation. I suggest this: Los padres inmigrantes de una nueva estudiante hablan con...

What do you mean by lección -- capítulo? Módulo? I have not seen the word lección to designate a section of the book.

tienen

default masc okay here? Also, since this is an activity for pairs, I think that the questions should be addressed to ustedes, not to a singular tú.

delete accent mark in video (2 instances) Comments about the questions: a) delete end punctuation in all but the last option (since they are not sentences). In the last option, add a period (since it is a complete statement. b) No end punctuation for options. However, if the key is Aspirinas, I am sure that in real life, they do administer this, as long as it is requested by the parents or a medical professional. It is just not mentioned in the video. You need to change the question so that this is clear, something like this: ¿Cuál de los medicamentos administrados a los niños por los profesionales de enfermería NO se menciona en el video? c) delete end punctuation in all options. d) This one is easy to convert to an incomplete statement to avoid repetition in options: Los enfermeros en las escuelas generalmente dan talleres de...

• medicina
• alimentación saludable etc. Note no end punctuation, and initial lower case

I thought that this was a video that you got from the web, but at the end you showed credits that made me think that you created it. If that is the case, if you have time/desire to do some editing of the text, I found a number of small inconsistencies that you could fix. Let me know if you want me to go over them with one of you.

Again, I suggest putting the words in alphabetical order.

colirio is not a health problem like the others; it is a remedio for a health problem. Can you use something else instead? (I have not gotten to the vocabulary section yet to see what else you have.)

either mis hijas or mi hija

This is not a great sentence, a mi parecer. Hospitals are not for people with an estado de salud delicado; they are for people with serious illness or surgery, etc. Another suggestion with ir: Lamento que mi padre no ___ de vacaciones este año. Su estado de salud es un poco delicado.

I suggest putting the words in alphabetical order

I think everywhere else, direction lines like this one and Paso 3 that follows are in negrita (and these are not).

no accent mark in video (2 places in the DL).

delete

The way this activity is set up, students fill out the chart individually and then discuss in groups. Are they then supposed to do Paso 2 individually? All of the instructions are directed to a single person. What are they supposed to do with their responses? Also, contesta las preguntas (no a)

default masc okay?

por medio de?

comenta (to reduce use of discute)?

initial lower case

initial lower case

typo -- accent mark needed: cómplice

initial lower case internet

If it sounds okay to Fernando (the native speaker) to say de la izquierda (or a las izquierda), then I suggest making that change. Ditto for the definitions a/de la derecha.

I think he said ante (which would make more sense anyway).

Two suggestions:

• make the terms initial lower case. None of them are mayúscula in the context of the text.
• put them in alphabetical order.

You are not asking for palabras apropiadas; you are asking them to complete the transcript with the exact words that the speaker says. My suggestion: ...el guion, usando las palabras de la lista (o cuadro, or whatever term you are using for a word bank).

delete accent mark

Could be more direct (fewer words, less repetition of escuela/escolar) this way: ¿Qué porcentaje de estudiantes al nivel secundario sufren acoso escolar?

See my earlier suggest to reduce the use of the word discute/discutir. If you made changes earlier, make the same change here also. Also, default masc okay for un compañero?

Comments about the questions: a) delete periods at end of options b) initial lower case for options and no periods c) same as for b)

apropiadas Comments on the text:

• last line: the word víctima here gives away the answer to the blank on the previous line. Possible to rephrase?

If by guion you mean a biographical report that combines the information from all of the group members, you need to make this clearer. It probably also merits a separate stage -- to combine the individual parts into a coherent biography. It would make more sense to me if you did it this way: Header: Biografía de Simón Bolívar. Intro in which you say clearly that members of each group will collaborate in writing a biography of Simón Bolívar. Maybe this intro can go into the introduction to the activity (before the images). Paso 1: each person writes part of the biography Paso 2: each person presents his/her part to the group; the group works to integrate them into a coherent written report. Paso 3: Here I am not sure what you want, since writing a script (aka a written report) is not the same as preparing an oral presentation. If you want the students to present something, then there has to be a process for them to turn their part of the bio into a presentation -- a couple of slides, no reading from written text, etc. But you have set this up to be something in writing, not something oral. En otras palabras, I think that you need to rethink the purpose of the activity (and the desired product).

This implies that there will be 5 students per group. Is that your intention? If you think groups of 4 is better, you can combine Infancia and Educación into one topic. As it stands, they are quite uneven in terms of workload.

Usa or Usen? To whom is this activity addressed? They are all going to have to use internet (which should be initial lower case), so I suggest Usen.

delete quotation marks

Replace: A continuación se puede también explorar...

Fix the spacing

initial lower case internet

delete quotation marks.

Is porque... appropriate here? I suggest instead asking a discussion question.

delete accent mark in video Comments about the question:

• Turn the stem into a question or an incomplete statement with a verb: Juana ha sido... (and in this case use initial lower case for options OR ¿Qué papeles ha tenido Juana? (and in this case the options are okay as is)

delete

delete accent mark in video (2 instances)

Same comments as earlier:

• no accent mark in video (2 places)
• I suggest deleting Nuestra estrella prefiere... from the stem since it appears in all of the questions. Comments about the questions: a) la, la, las in options (initial lower case) b) ditto c) ditto d) put la (initial lower case) into the stem to avoid repetition in options

Tema?

Something is not right here

This should be 1.5-2 minutos. But it would be fine (and probably more reader friendly) to say: ...un resumen de dos minutos que incluya:

I suggest rephrasing: ... tema y por qué es importante

sabe? You could also say: No todo el mundo sabe que es important concienciarse sobre...

No accent mark in video here or elsewhere in the instructions.

delete. It is redundant (and APA says not to do it) to have por ejemplo and etc. Use one of them only.

Again there is a mixture of ustedes and tú in the instructions -- ustedes in the first sentence and tú in the second. Since the poster is a group effort, I think the DLs should be addressed to ustedes. The same is true about the guiding questions.

typo in the poster: speak (not speal) I have a concern about both model posters -- they deal with exactly the same topics as the students' posters. The natural inclination/temptation will be to create a poster that is a Spanish translation of the one here. My suggestion will be to change the topics of these model posters, so at least it will be a less direct line from reading the model posters to translation as the strategy to create their posters.

same comment as earlier

same comment as earlier

Not sure this is the right word, considering the serious nature of the theme of the event. actividades?

saber? I realize that both are correct in context, but students will have learned to use saber with información.

This paragraph mixes ustedes and tú (to whom the instructions are addressed). Can you rephrase to avoid this ambiguity?

There is no Paso 1. Also, Contest las siguientes preguntas...escuela. (period needed at the end)

Same comment

This is such a long heading, and the gloss is repeated a few lines later in the portada of the video. I would delete it here.

ditto, no gloss needed

I don't think you need this gloss. The words are all cognates.

I don't think you need this gloss

since you have changed font, you should delete the quotation marks.

This is not a great translation, since in the US we don't have rulers -- we have governing bodies, directors, etc. I don't remember where the word occurred in the module (to see the context), but if it refers to the NCAA or university athletic department, a better translation would be governing body

I don't think you need this gloss

I don't think you need this gloss.

I should have said this earlier, but there are many words for fans that are used in the informal speaking contexts of students. Do you want to include one or more of them?

as a sport, this is also called crew

In the context of athletes, this is not the right translation. It should be modesty, humbleness

see my earlier comment about this: I think that these multiple definitions should be separated by commas, not slashes.

I should have mentioned this in the reading, but this is not the most common word in most of Latin America, where they use (I think) boleto. Both words should be listed here, and you may decide to change the word in the reading.

See my earlier comments about the structure of these discussion activities.

delete

I think you can shorten this way: Después de leer el texto, contesta las preguntas a continuación.

sponsorships (plural)

No longer true. College athletes can now be paid not by their universities, but by outside companies: https://www.ncaa.org/student-athletes/future/scholarships

You do not mention that he is the football coach, and earlier, you do not mention that March Madness is about basketball. In addition, this reading is mostly about Division I sports, although you never say this. Coaches in lesser sports in D1 institutions and all coaches outside of D1 earn much less money. The men's basketball coach at Binghamton made $225,567 in 2019-2020.

delete

This is not true.

• Division III athletes do not receive scholarships.
• Not every athlete in Div. I and II sports gets an athletic scholarship. https://www.ncaa.org/student-athletes/future/scholarships

If it is possible to change the header of the table, I would do: ... en EEUU (2019)

I suggest deleting single quotes here. You don't need them.

since you say del deporte universitario 3 lines down, should this be del deporte profesional?

To be consistent, letters should be blue, not black Also, note the (I think incorrect) syllabification in the line break.

a continuación Delete a after contesten Rather than justifica, I suggest explica.