video sin acento; contesta las preguntas Comments about the questions:

• delete end punctuation from all options in both questions.
• delete los before Estados Unidos
• to avoid the gloss in b), you could say el transporte público

See my earlier question about whether all países latinoamericanos can be grouped together like this. Also, ...y Estados Unidos

ni

I would make this friendlier in tone: que será importante conocer

default masc okay for both student and counselor?

delete. Not used when the direct object is indefinite. I think the same is true for the a in parens). Check this DL (Fernando needed, with his NS perspective :)

It is more likely that the name of this school is Northeastern (single word).

Two things:

1. Default masc okay in this activity?
2. The counselor cannot possibly have a list that is equally applicable to students from a wide range of countries. What an immigrant from Mexico needs to know will be very different from what a student from China needs to know. If you are assuming immigrants from Latin America, you should specify that in the intro to the activity. The activity will work a lot better if the consejeros and estudiantes get more direction on the country of the immigrant before they start to fill out their respective tables.

I think this activity will work better if you do two things:

1. When they fill out the table at the beginning, they are doing so based on prior information. So you should tell them to make their best guesses if they don't know. Then at the end, they should be asked to go back and revise based on what they have learned from their own and others' presentations.
2. This activity assumes that every Hispanic country does things the same way in their educational system. I don't know enough to be sure, but it seems logical to think that there are differences among them. In Paso 1, the groups should be directed to investigate that question along with the specific one in the DL (3 aspectos de la lista) by focusing their research on 2-3 different countries. Otherwise, they will not know what countries to focus on when they do their internet research.

initial lower case: internet

The items in the table include both K-12 and university things that are not present in the other environment (e.g., prom, fraternities). I think you should signal to students in the DL that this is the case.

continuación

EEUU

I doubt that most college students (or even adults) have any idea of how much pasta is on their plate if they are eating a pasta dish. You need to come up with a different question, something like: Una manzana de tamaño mediano pesa 6 onzas. ¿Cuántos gramos son?

See my earlier comment about syllabification rules. I think Pressbooks may be programmed to use English rules, because this should be te/nemos

I don't really understand this question. I think you can incorporate it into the question about whether the U.S. will change.

I think you may have two spaces rather than one here

EEUU, here and elsewhere in this and next question.

This first sentence leads me to expect a big, important difference. But the metric vs. imperial system is a small detail that doesn't merit this kind of introduction. I suggest something simpler: En las disciplinas CITM, una diferencia entre Estados Unidos y otros países es el sistema de medidas. En grupos, completen la tabla de equivalencias, usando internet si hace falta (revisar...)

conducir is used in Spain. Everywhere else it is manejar. Suggest changing to manejar.

The previous part was a group activity. Do you want this part to be individual?

They don't know the conditional yet. I suggest: ...porque creo que cuesta mucho dinero y necesitan una tecnología muy avanzada.

I would tweak the wording a bit: ...de la Actividad 8. Después, los otros tomarán turnos para reaccionar con...

This is not a good start to what you want them to write. You have asked them where they want to work, so. logical start would be Me gustaría trabajar... But really, you don't need to write anything to get them started. The DL/prompt is clear.

al?

delete Comments on the questions: All three have repeated elements in the options. I suggest turning them into incomplete statement format. Options will start with initial lower case and will have no end punctuation. a) Con la app Glovo se pueden enviar y recoger cosas en...

• España
• Rusia
• Estados Unidos (note: delete los) etc. b) El enfoque de la app Lingokids es que se aprende...
• viendo videos (note, no accent) de YouTube
• jugando
• escuchando a buenos maestros c) add el uso de to the stem to take all repeated elements out of options. No end punct.

Same comment I have made before. They know only a tiny amount, so their responses will be superficial and stereotyped. I suggest a different question: ¿Qué han aprendido sobre la educación azteca? Mencionen una o dos cosas. Also note that question should be phrased in plural, since they are working in pairs.

I suggest: Ahora hablen en parejas para responder a las siguientes preguntas.

Comments on the questions: a) to remove the common element, you could convert the question into a statement: Según Natalia, la educación del siglo XXI se basa en... Then options start with initial lower case and have no periods. b) Ditto. Many repeated elements in options. My suggestion: "Ixtla Machiliztli" significa la sabiduría que...

• recibimos de la tecnología
• se transmite a otras personas
• se adquiere de los dioses (not no end punctuation in options) c) delete end punctuation in options

I am not sure what to recommend about accent marks. I did an OPI workshop once for teachers of indigenous languages of Latin America, and the Nahuatl teacher said that even though the RAE has an accent mark on náhuatl, there should not be one. And in the pronunciation clips, you have an accent mark on Huehuecóyotl, even though that is not where the speaker puts the stress -- he says HuehuecoyOtl.

typo: clic

Professions don't pray, people do. Rephrasing needed: ¿A qué dioses rezan (pray -- in ital) los diferentes grupos de personas?

Rather than ask a question here, I suggest a more direct: ¿Qué diferencias ves en las formas...

I think it makes more sense for the porque to be in the left column in each case. Also, this may just be an aesthetic preference, but I think the text should always wrap below the first letter of the text on the previous line, rather than be flush left. (But that would involve a lot of formatting changes, which I don't think you will want to do!)

You have a Paso 2 in this activity, but no Paso 1.

delete?

you could use the formula of comparisons of inequality that you taught earlier: ...más un sistema que el otro

I suggest algunas instead of las

You have a Paso 2 in this activity, but no Paso 1.

Since this step has students looking back to the text, shouldn't it be Paso 2? Then, after this additional experience with the statements, students will have more ability to speculate about the professions. So I am suggesting changing the order of Paso 2 and Paso 3.

This is so speculative. There is no reason to assume that being interested in nutrition = being a nurse. To make it less far-fetched (sorry -- I think it is far-fetched), can you put something in the DL that indicates that you are asking students to speculate about the most likely profession of each one, according to what they have said. For the top one on the right, I would say educación física (initial lower case)

Fix the spacing

I suggest: reciban instead of puedan recibir

Why the asterisk? Previously you have been using glosses in parens right after the word (and I suggest in italics).

Should be bold

EEUU

This is a great activity :)

Delete accent mark (2 instances)

If they don't know what ñoquis are, or have never tasted them (or only a couple of times), they will not be able to answer this question.

delete accent mark (2 instances) Comments about the questions:

• The second question has no b)

This gives away the answer to the previous question.

Rather than this verb, what about: tener (you could change #4 to vender); hacerse (you could put the se into the sentence so students need only to conjugate hacer)

You have a Paso 2 in this activity, but no Paso 1.

vives

delete

Yasmín (accent needed)

spelling: tattoos

You have a Paso 2 in this activity, but no Paso 1.

You have a Paso 2 in this activity, but no Paso 1.

You have a Paso 2 in this activity, but no Paso 1.

delete

delete this

Based on the video, I would put agronomía y medicina with biológico. Based on general knowledge, I would put ingeniería en científico and derecho and arquitectura in humanístico. But I don't know where to put economía. How are students supposed to know how to answer?

delete accent in video (2 instances) Comments about the questions:

• Video 0:17. Did you intend to show this intro screen here, or at the beginning of the video? The placement seems odd. a) Unnecessary repeated elements in options. I suggest:
• Vivía en Estados Unidos pero tenía familia en Uruguay.
• Creció y estudió en Uruguay.
• Pasaba las vacaciones en Uruguay con sus abuelos. b) delete periods at end of options c) delete periods at end of options

Comments about the questions: a) I don't think the options need to be in italics, nor should they have initial caps. Also, you can delete the common element by turning the question into an incomplete statement: El centro donde los ... albañiles se llamaba el...

• cuicacalli, etc. If you keep it in its current form, make sure the last one is El (roman, not ital) b) the first option (una) is a throw-away, since you can't "dividir" something that has only one component. Can you change it to dos, tres, cuatro? d) For consistency with questions elsewhere, this should be: Los jóvenes que pertenecían.... a ser... Then in options, change squares to circles, and start each option with initial lower case. e) For the last question, rather than asking them to make a blanket judgment (mejor o peor), I suggest asking them to think about how el sistema actual tiene semejanzas con la sociedad prehispánica. f) I have a similar negative reaction to the second question in f). Of course their rights were not the same, but the notion of "same" = "just" is a modern one that I don't think students should be asked to apply to the past without knowing more about what women's lives were like. I suggest using just the first question, unless you can think of a way to ask another question that doesn't result in an ahistorical judgment.

Comment about the activity:

• The word noble in the last definition on the left gives away the answer (nobleza). Can you revise it: Personas como reyes, príncipes y duques

This is not a great question, because it includes a value judgment, rather than asking the students to interpret the numbers and evaluate their significance. How about this instead:

1. ¿Cuál es la diferencia en el número de alumnos por maestro entre los dos países? En su opinión, ¿qué impacto tienen las clases grandes en la calidad de la educación? Expliquen su punto de vista.

delete

It might be clearer to have the whole activity be done by the pair: En parejas, observen la infografía sobre el sistema educativo de México y luego respondan a las preguntas.

delete

I suggest: sobre la información... Also, there is nothing in the activity that makes the listener accountable for the information he/she has written down. This is a weakness in the activity.

ditto

default masc okay here?

initial lower case

delete accent mark

In an earlier activity you had. Carnaval with initial cap. From what I see on the web, it occurs both as carnaval de Urugual and Carnaval de Uruguay. So you need to pick one and make it consistent throughout. The previous mention was Act. 1.

delete accent mark in video (2 instances) Also, in the portada of the video, the ending of español is missing.

delete accent mark in video (2 instances) Comments on the questions: b) I suggest adding la to the stem and making montaña and playa initial lower case in the options c) ditto -- add la to the stem and make options initial lower case d) just make mate initial lower case e) Suárez needs an accent mark. She doesn't give any information for students to use in the porque...

conocido/a

delete accent in video (2 instances) Comments on the questions: a) delete common elements in the options by converting the stem into an incomplete statement: Óscar Raxón ha obtenido medallas en los...

• Campeonatos... etc. (no end punctuation in the options)

Maybe I am just ignorant (quite possible), but I don't know either game. I looked them up and figured out that the first is called "The Handkerchief Game" and the second is "Buck Buck." But I have never heard of either one or seen them played.

typo: videos (plural) I have to say that because of the background noise, I did not understand a single word of what the children said in the first video, and not much of what the teacher said in the second. I could tell from the pronunciation (actually, more the intonation since I didn't understand much!) that the schools were in Spain, but students will not be able to figure this out. I think you should include this information in the DL.

delete

replace with: quiere (I think more common; estar interesado seems anglicized to me)

delete accent mark in video here (2 instances) and in the DL after the video.

suggest a different verb: conseguir

como (!)

to avoid the gender problem of interesado, you could say: ...y quieres que vaya al campamento...

Comments about the letter:

• Delete period at end of header; center if possible
• I don't think you need to put the name of the sports complex in quotes.
• Why is the afternoon session longer than the morning session? If it were 1-4, that would make more sense. since the price is the same.
• If the fee includes lunch, then the time has to be structured to include it. I am not sure how to do this -- the morning group could be 8-12 (with the lunch 11-12) and the afternoon group 12-4 (with the lunch 12-1). That would even things out.

default masc okay here?

delete

Are the Venezuelan figures up to date? With the disastrous collapse of the Ven. economy, those figures much change frequently. Also, I think it would be better to use a different example for the modelo. Again, we should probably be surprised that the dropout rate is not higher than 60% at Venezuelan universities. In fact, I recommend that provide some explanation somewhere of why the dropout rate is so high. Otherwise, students are going to have a distorted/incomplete understanding of why this might be the case.

Your prices for tuition are low. Iowa tends to be less expensive than other public universities and private institutions. Here are the averages for the US: https://www.usnews.com/education/best-colleges/paying-for-college/articles/paying-for-college-infographic

delete

delete this pronoun. Not needed.

typo: período

delete

I don't think you should ask students to write out numbers (it is a skill we hardly ever need!). Use cifras here instead so they will use them in filling in the other cells.

delete accent mark (2 instances) Comments about the questions (note that they are not marked a), b), etc. a) Put common elements in stem: La educación obligatoria en Venezuela es entre los...

• 6 y los 17 años (no period, and note that you didn't include años)
• delete periods in the other options b) options should start with an article (and all initial lower case), and no periods: el bachillerato, la licenciatura, el jardín de infancia c) delete periods in options

You need to clarify that you are talking about the Spanish system. Not totally clear, since the previous two questions referred to both Spanish and the U.S.

delete

delete accent mark in video (2 places), and also in each of the two questions.

delete accent in video (2 places) Comments on the questions: a) Borriana está cerca del... Put common elements in the stem, and add ... to stem b) I would rephrase: ¿Qué hacía Vicente en Borriana cuando era niño?

• Jugaba en la calle.
• Disfrutaba la nieve y el frío.
• Iba al teatro con sus amigos. c) delete personas from all options d) I would change stem to ...dedicaban los padres de Vicente? Also, you need periods at the end of each option.

I would say ...y tener expectativas claras para llegar... Comments on the questions: a) I would say recibiío una beca c) He still does, so verb should be in present tense: trabaja

I am not sure what you mean here: respeto por la comunidad educativa de parte de la comunidad? Or something else? Clarification is needed.

I would use fue here. It reinforces students' previous study in an earlier module of preterite and imperfect.

delete accent mark in video (2 instances) Comments about the questions:

• in the video at 1:15, you have a serious typo. It says ¿Nochevieja o nochenueva? It should (of course) be ¿Nochebuena o Nochevieja? a) see my earlier comments about reducing repetition and deleting end punctuation in options. b) I would put Otro as the last option. c) start with minúsculas -- la, el d) you have squares, not circles, before each option. Also, you need minúsculas to start each option d) you need minúsculas to start each option h) change first word of each option to la

I suggested different wording for this question earlier. Also, delete de arriba -- not needed. Comments about the question:

• delete Nuestra estrella es from all of the options, since it repeats the stem.
• delete end punctuation in all options.

This is not a realistic or professionally viable document. I don't think you should ask students to write something that works more as a letter to a potential host family than to a potential employer. Maybe a solution is to recast Paso 4 as a carta de presentación (cover letter) and make it the last step. (This would mean 5 pasos rather than 6.)

al que?

default masc okay?

• Should it be apellidos, since so many people have more than one?
• You are missing text in the model CV. Are you going to fill in the information? Otherwise, it is a model only of format, not of content.
• Finally, a document like this that is one page is a resume in English, not a CV. There is a difference.

See my earlier comment. All but one are not summer jobs. Also, the spacing of the incomplete statement is not good. I have not said this before, but I don't know why you need the lines for students to write. I assume that throughout, they will be typing, not writing. Even if they write by hand, an empty space is better than the blank lines (imitating notebook paper).

You need to make it clearer that students will be looking for a job that they will do for a longer term than just the summer. Only the camp job is summer employment. The others are longer-term jobs. This aspect of the activity is confusing to me (and will be to students also).

Is this correct, or should it be Imagínate?

suggestion: son todos; or ...todos los principales destinos son países europeos

Why not give them something to do: ¿Cuántos países puedes identificar en el map de Europa?

estadounidenses

a continuación, or just delete In the infographic, I suggest 2017-2018 In the map, EEUU

educational systems?

Shouldn't this be a cultural objective?

delete comillas around school name; delete period at end of caption

Delete

I recommend deleting this

I do not think you need any glosses for the grammar headings. If you are going to use them, you need to be consisten in your capitalization (which you are not).

delete accent mark

use comma, not slash

use comma, not slash. Also, I don't think this term is used anymore, especially because it is gender specific. A better word is head of school

use comma, not slash

use comma, not slash

use comma, not slash

I suggest: conventional (traditional) program

la inscripción

use commas, not slashes

In the chapter, you refer to los colonos in Ohio and other places than New England. Only the people who came on the Mayflower and founded Plimouth Colony in Massachusetts are the Pilgrims. Everyone else was a settler. Can the English be colonist or settler (or both)?

current, latest I would not use hot -- too colloquial

asistir a

académico/a

el vestidor

gloss not needed

use comma, not slash

comma, not slash

use comma between definitions, not slashes

daycare, nursery school

el curso

The Spanish is plural. Is that a typo, or on purpose? If singular, then change the Spanish. If plural, then it should be los extracurriculares, and the English is extracurricular activities

elementary (primary is not used anymore -- it was already going out of fashion in my time -- all of the schools in my district were XX Elementary School

delete; just the one word is fine

elementary

middle school education (what you have is not used at all in English)

I don't think the gloss is needed

See my comment about this wording in chapter 1. Ditto for the design of this activity sequence.

que acabas de escribir

delete

You need to clarify that they should do this before reading the text. I suggest: Antes de leer el texto de la Fase II, en parejas revisen las palabras subrayads y contesten la siguientes preguntas: (note that we need plural since there are two questions)

This needs to be impersonal/pasivo: que fueron implementados.

comma needed after this word

suggested rephrasing: El estado en el que se otorgó el mayor número de sellos fue California...

mayúscula needed: Carolina del Norte

Should be mayúscula: Dakota del Sur

see my earlier comment about this word

delete

I don't think these are laws. They are programas. They don't come from state legislatures, but rather from state-level departments of education, which just proclaim them (following a determination of support for them in high schools in the state).

None of the definitions are complete sentences, so I don't think you need final periods.

gente, lo opuesto a...

typo. should be desarrollado

This phrasing is awkward. Would it be better this way: El primer sello de alfabetización bilingüe fue desarrollado por la organización... If you agree, then change to implementado

If they get the sello at graduation, isn't that too late for college admission, which happens at the beginning of the spring semester (and sometimes end of the fall semester)?

see syllabification rules. The break comes after the vowel.

This does not make sense to me as the definition of plataforma. I am not sure what meaning you are thinking of in the educational context: the set of content and services used in course management, like Desire to Learn? If so, you need a simple definition en español

I would say: cada expresión con su definición

If this is something like a class list or grade book, the term in English is record book.

to turn in is more common -- you turn in an assignment

should be singular: number, figure

search is a better definition, I think

initial lower case internet

al superhéroe?

a continuación

In previous mentions of earlier activities, you have always used Actividad x (mayúscula).

I would not say this, because if they are not planning to go to California, there can be no follow-up questions to the first one. The same holds true for the others. I think they should be encouraged to be creative, not truthful.

delete this word

internet (initial lower case) Also, put verbs in alpha order in the word bank.

delete accent mark here and in Paso 2 Comments on the questions: There are no a), b), etc. First question: There are squares rather than circles. Third question: The answer is not in the video. I don't think you need a gloss for El hombre cometa; El zorro should be initial lower case (and you do need a gloss for this one, fox); for Ave de fuego, what is Bonita Juarez? Why not just Ave de fuego (no gloss needed), and if you do need Bonita Juárez, it needs an accent mark.

Period needed after dual, and then a space before ¿

delete

Delete periods after phrases on the left

Should this be Por qué sí o no

I think this should be: que estudian las materias solo en inglés?

delete

According to the syllabification rules here (https://www.spanishdict.com/guide/spanish-syllables-and-syllabification-rules), the line should end at intercultu-. Also, I suggest indenting second and following lines to be under the first word in the first line, not flush left.

video delete accent (2 instances). Comments on the questions: a) should be escuela primaria. Also, delete periods

Grammatically, this is really unacceptable because of limpio at the end. Ideally, with this question type (and I have been letting it slide), both choices should fit grammatically, so that the decision is one of meaning, not grammar. Here you could say: (ordenar/pintar) el salón de clase.

I think you need to clarify that they have to make two decisions: which verb (meaning) and which form (subj or inf). You could say del verbo apropiado (I don't think you need entre paréntesis).

Comments about questions: a) delete periods at ends of options b)ditto c) put the English gloss in italics. Delete periods. In the second option, I suggest a positive spin: que los profesores trabajen bien con las familias

suggestion: ...extraescolares habrá / or ...extraescolares serán disponibles

delete a

I would say: ...que el director de una escuela bilingüe... Comments on the text:

• Carta de bienvenida (heading): center if possible
• Put English glosses (total 3, in par. 1, 4, 5) in italics.
• 4th par: I suggest streamlining: ... deseamos que los estudiantes desarrollen...

accent mark in video (two instances). Also (and I am sorry to say this, because it will not be easy to fix), organigram is not a word in English. The term is organizaational chart (https://www.merriam-webster.com/dictionary/organizational%20chart). Very glad to see that in the intro to the video, you corrected the typo and the subtitle of the book now has Professionals with initial upper case.

Do you want this gendered language (assumption that all school nurses are female)? (In the U.S., 87% of school nurses are female, but even so...)

I suggest putting words/phrases in alphabetical order