1. Art and Diseño

 FLACS REGIONAL
EXAMINATIONS
Checkpoint A
Modern Languages 2014-­‐2015 FLACS as adopted from New York State Education Department Part 1: Speaking DIRECTIONS FOR ADMINISTRATON The speaking test consists of communication tasks to be performed by students with their teacher. Each task prescribes a simulated conversation in which the student always plays the role of himself/herself and the teacher assumes the specific role indicated in the task. The tasks involve the following functions as specified in the State syllabus: Socializing/Expressing Feelings, Providing and Obtaining Information, and Persuasion. As of the 2012-­‐2013 school year, two of the functions (Socializing and Expressing Feelings) have been combined into one category, therefore, there are a total of three tasks to be completed by each student. Each task requires 5 utterances, worth 2 points each, for a maximum of 10 points. The three tasks combined total 30 points for this section of the exam. The speaking test is to be administered at the school’s convenience from April 1 until five calendar days prior to the date of the written test. The school must select 60 tasks—20 from each of the three functions (A-­‐Socializing/Expressing Feelings, B-­‐Providing & Obtaining Information, and C-­‐Persuasion) from the source book provided by FLACS. There will no longer be an evaluation for informal speaking in class. Each student performs a total of three tasks, one from each of the three functions, randomly selected from the tasks that the school has chosen from the sourcebook to make up Part 1 of the exam. Each task consists of a brief statement in English to indicate the purpose and setting of the communication, the role of the teacher, and the person who is to initiate the conversation. Each task is designed so that it can be completed in five interactions between the student and the teacher. For the purpose of this manual, the student’s part in each of these interactions is called an utterance. Selection of the Part 1 Speaking Tasks The speaking tasks that constitute Part 1 of the FLACS Regional Examinations in Modern Languages are to be selected by the school from the FLACS sourcebook. Since the sourcebook will not be revised on an annual basis, it will serve as the source of the Part 1 speaking tests for current and future administrations of modern language examinations. The sourcebook contains secure examination material and must be kept under lock and key when not in use. Speaking tasks for part 1 of the June administration of modern language examinations should be selected as early in the school year as possible. For each successive administration of the speaking test, a new set of tasks (20 from each communication function for each of the three areas) must be selected. Each succeeding set of speaking tasks should not have been used in the preceding administration of the speaking test. The selection of the speaking tasks for the current school year must be made before students have the opportunity to practice with the remainder of the tasks in the sourcebook. The principal should take all necessary precautions to ensure that the Part 1 speaking test tasks to be administered in June of the current school year are kept secure. The following procedures are recommended for selection of the part 1 speaking test: • Select the 20 speaking tasks from the sourcebook for each of the three functions (Socializing/Expressing Feelings, Providing & Obtaining Information, and Persuasion-­‐-­‐totaling 60) taking care not to select any tasks that were used on the most recent administration of the examination; • Make a photocopy of each page of the sourcebook containing any of the tasks that were used on the most recent administration of the examination; • Cut out the speaking tasks from the photocopied pages and mount them on index cards, one task per card; • At the test administration, the student picks a card, hands it to the teacher, and the teacher reads the task aloud to the student. OR • Select the 20 speaking tasks from the sourcebook for each of the three functions (Socializing/Expressing Feelings, Providing & Obtaining Information, and Persuasion-­‐-­‐totaling 60), taking care not to select any tasks that were used on the most recent administration of the examination; • Renumber the selected tasks. Also number small pieces of paper and place the numbered slips in a box; • At the test administration, the student picks a numbered slip from the box and hands the slip to the teacher. The teacher locates the task that corresponds to that number in the sourcebook and reads the task aloud to the student. For any given school year, the tasks not selected for Part 1 of the June examination may be used for instructional purposes. However, caution must be exercised to ensure that the complete set of printed speaking tasks in the sourcebook is kept secure at all times. SPEAKING PORTION: Administration and Rating—Checkpoint A The speaking test is to be administered individually to each student at the school’s convenience at any time during the speaking test period, either in the presence of other students or with only the teacher. The three tasks need not be administered to each student in one sitting; they may be administered one task at a time during the entire speaking test period. The Part 1 speaking tasks must be kept secure from the time they are initially selected at the beginning of the school year to the end of the speaking test period. The student is to pick three tasks at random from the 3 speaking functions previously selected to constitute Part 1. Depending on the administration method used by the teacher or school, the student will either: • Pick an index card from the unnumbered group of cards, hand it to the teacher, And the teacher will read the task aloud to the student; OR • Pick a numbered slip of paper from a box of numbered slips and hand it to the teacher. The teacher will locate the task that corresponds to that number in the sourcebook and will read the task aloud to the student. Once a task has been selected by the student, it cannot be substituted for another or done over if the first performance is unsatisfactory.* Care should be taken that no student selects the same task twice. In administering the test, the teacher has two major responsibilities: (1) to act as the student’s conversation partner and (2) to rate the student’s performance. As the conversation partner, the teacher applies real-­‐life communication devices in the target language to keep the students on task and to ensure the continuity of the conversation. Communication devices such as “Sorry, I didn’t understand that,” “Would you say that again, please?” or “No, what I meant was…” could be used in the target language for that purpose. An additional responsibility of the teacher as the conversation partner is to help bring the conversation to a natural conclusion. As the conversation partner, the teacher influences the student’s performance by the nature of the eliciting attempts. In order to qualify for full credit, the student’s utterances must be consistent with the level of readiness and content expected at Checkpoint A in the syllabus. Utterances that are incomprehensible do not receive credit. Whenever possible, eliciting attempts should be open-­‐ended statements rather than simple questions that might elicit yes/no responses or repetition. Whenever asking questions, they should be as open-­‐ended as possible. As conversation partner and rater, the teacher may make two attempts at eliciting any of the five student utterances. If the student has not produced a comprehensible and appropriate utterance after the teacher’s first two eliciting attempts at the beginning of the conversation, the student receives no credit for the entire task. However, during the conversation, if a student has not produced a comprehensible and appropriate utterance after the teacher’s second eliciting attempt, the student receives no credit for that utterance, and the teacher should shift to another aspect of the task. To facilitate rating while acting as the conversation partner, the teacher should use a score sheet to keep track of the student’s utterances, to record the number of eliciting attempts for each, and to record the number of credits awarded for each utterance. A sample score sheet is provided in this packet. Certain teacher student interactions, although natural in the course of a conversation, do not provide evidence of the student’s ability to produce language. They should be disregarded for rating purposes. Examples of such interactions are: • Yes/no responses • Restatements of all or essential parts of what the teacher has said • Proper names used in isolation *At times the task a student selects may not be appropriate for that student, usually due to a student’s particular disability or religious beliefs. In such cases, that student should be allowed to substitute another task. In order for the student with the disability to be eligible to substitute a task, that student must have been identified by the school district’s Committee on Special Education as having a disability, and the need for the substitution must be consistent with the student’s Individualized Education Plan (IEP). A student is eligible to substitute tasks due to religious beliefs if it can be demonstrated that the student has been excused from participating in similar conversational situations during the school year.
As the rater, the teacher gives a maximum of 10 credits for each task according to the following criteria: • Award 2 credits for each utterance that is comprehensible, appropriate, proficient and beyond. The following statement at Checkpoint A of the NYS syllabus describes proficient: “Can use appropriate strategies to initiate and respond to simple statements and engage in simple face-­‐to-­‐face conversations with more fluent or native speakers of the same age group within the vocabulary, structure, and phonology appropriate to the communicative situations of this level. Can be understood, is comprehensible, with some repetitions and circumlocutions by native speakers used to foreigners attempting to speak their language.” As used above, the term comprehensibility means that the utterance would make sense to native speakers who know little or no English, and the term appropriate means that the utterance contributes to the completion of the task. • Award 1 credit for a response that is minimally proficient (i.e. a one word or extremely limited response, but still comprehensible and appropriate) • Award 0 credits for utterances that are incomprehensible or inappropriate following the teacher’s second eliciting attempt. The nature of the speaking assessments as well as the scoring and rating of this section has not changed. However, in order to help teachers with the scoring process, examine the rubric that follows. The pages that follow contain a sample dialogues to highlight scoring of the speaking tasks. Attached are the following: 1-­‐A reporting sheet for a summary of student scores for teachers’ rosters. 2-­‐A scoring sheet for the three speaking tasks 3-­‐Guidelines for scoring the speaking task 4-­‐A sample conversation with a student 5-­‐The scoring sheet for the sample conversation 6-­‐The list of topics for Checkpoint A from the NYS Modern Language Syllabus 3 Tasks combined to Part 1
MODERN LANGUAGE FLACS REGIONAL EXAMINATION
REPORTING SHEET
PART 1: SPEAKING
(To be completed in ink and submitted to the Principal’s office at least 5 calendar days before the date of the written test)
Student’s Name
Task A +
Task B +
Task C +
Total
*This score is to be transferred to student’s answer booklet for the written test.
Language ____________________ Class Period___________ Teacher ________________________
School ___________________________________ City___________________________________
Received in my office _______________
Date
________________________________________
Principal’s Signature
FLACS CHECKPOINT A REGIONAL EXAMINATION
SCORING SHEET
PART 1: SPEAKING
Teacher___________________________
Language ________________________
Date ______________________________
Student _________________________
Each utterance: 2 = proficient/beyond / 1 = minimally proficient / 0 = no credit
Task: No. ________
Task: No. ________
Task: No. ________
First
Attempt
Second
1 (__*__)
________
________
2
________
________
3
________
________
4
________
________
5
________
________
First
Attempt
Second
1 (__*__)
________
________
2
________
________
3
________
________
4
________
________
5
________
________
First
Attempt
Second
1 (__*__)
________
________
2
________
________
3
________
________
4
________
________
5
________
________
Attempt
TOTAL_________
Attempt
TOTAL_________
Attempt
TOTAL_________
*indicates student initiates
TOTAL SCORE_____________
FLACS Checkpoint A Examination
Part 1: Formal Speaking Test (30 points)
Sample Score Sheet
Student’s Name: _______________________________________ Date: ____________
Teacher ________________________________________________
Each utterance is worth 2 / 1 / 0 points. TOTAL POINTS FOR ALL 3 TASKS: ____________
Task A: Socializing/Expressing Feelings
Utterance
1.
2.
3.
4.
5.
( _____ )*
Task # ______
First Attempt
Second Attempt
_____________
_____________
_____________
_____________
_____________
______________
______________
______________
______________
______________
TOTAL: _________
Task B: Providing/Obtaining Information
Utterance
1.
2.
3.
4.
5.
( _____ )*
Task C: Persuasion
First Attempt
Second Attempt
_____________
_____________
_____________
_____________
_____________
______________
______________
______________
______________
______________
TOTAL: _________
Task # ______
Utterance
1.
2.
3.
4.
5.
Task # ______
( _____ )*
First Attempt
Second Attempt
_____________
_____________
_____________
_____________
_____________
______________
______________
______________
______________
______________
TOTAL: _________
*Use a checkmark to indicate student’s initiation of the conversation, if required.
GUIDELINES FOR SPEAKING Each utterance receives 2 Points (Checkpoint A) if it is… 1 Point if it is… Comprehensible AND Appropriate AND Contains some or all of the following Checkpoint A attributes: • Initiates the conversation (Hello, Excuse me, Good morning, etc.) and sustains the conversation • Uses familiar vocabulary and structures to express meaning or circumlocution to express meaning beyond the students’ current level of knowledge • Uses utterances of conversation partner as a clue or resource for unfamiliar language for correcting, clarifying, or restating the student’s own utterances • Uses learned expressions in appropriate situations to sustain conversation • Uses self-­‐correction to clarify meaning • Uses culturally correct gestures, social conventions, and/or idiomatic expressions. Comprehensible AND Appropriate BUT • Shows very limited ability to use languages that is at the level of proficiency expected for Checkpoint A • Might initiate or respond to questions the conversation with one word • Uses very limited or repeated vocabulary • Shows limited ability to use circumlocution or restate the utterance. 0 Points if it is… Incomprehensible AND/OR Inappropriate _______________________ Disregard if it is a… Yes/No response Restatement of all or essential parts of what the teacher said Proper noun(s) in isolation Note: Each utterance does not have to satisfy all of the criteria articulated above in order to score two points. The quality of the utterance should be predominantly characterized by these descriptors. Sample Administration of a Task
The student has randomly selected the following task:
B31. [Student initiates] You say: You are in a store, looking at clothes. I am a
salesclerk. You are going to tell me what you are looking for. You will start the
conversation.
Presentation of the Task
Teacher Says
English: You are in a store looking at clothes.
I am a sales clerk. You are going to tell me
what you are looking for. You will start the
conversation. Do you understand the situation?
Student Says
English: Yes, I think so.
English: All right. Remember that we are in a
store, and you are looking at some clothes. I
will give you a few seconds to think about what
you may want to say in (target language) in this
situation. (short pause)
English: All right. Are you ready? From now
on, we’ll use no more English.
English: Yes, I think so
Task Begins
Teacher Says
(1)
(Target Language): Hello.
Can I help you find
something?
Student Says
(Target Language): Pardon
me…
(T.L.): I want…
(unintelligible sounds)
Rating
Student initiated conversation.
Socializing device: disregard for
rating purposes if this is not a
socializing task. Student has two
more opportunities for first
utterance. Teacher should make
first eliciting attempt.
Incomprehensible. Student has
one more opportunity for first
utterance. Teacher should make
second eliciting attempt.
(T.L.): Sorry, I did not
(T.L.): I want a sweat air.
2 credits: Comprehensible and
understand. Please tell me
(mispronunciation of word)
appropriate. Proficient.
what you want.
========================================================
(2) (T.L.): Oh, you would
like to see sweaters!—for
anyone in particular?
(T. L.): For mine…
Incomprehensible. Student has
one more opportunity for this
utterance. Teacher should make
second eliciting attempt.
(T.L.): For whom did you
say?
(T.L.): For mineself, please.
(pointing to himself/herself)
2 credits: Comprehensible and
appropriate. Proficient.
========================================================
(3) (T.L.): I see—for
yourself. What color would
you like?
(T.L.): I like cheap.
Comprehensible but
inappropriate. Student has one
more opportunity for this
utterance. Teacher should make
second eliciting attempt.
(T.L.): All these sweaters
are inexpensive. Do you
like dark colors or bright
colors?
(T.L.): Bright.
Restatement. Disregard.
Teacher should make second
eliciting attempt again.
(T.L.): Which bright colors?
Shrugs shoulders, says
0 credit: No utterance.
nothing.
========================================================
(4) (T.L.): Hmm …
(T.L.): I will buy this, please.
2 credits: Comprehensible and
I guess you don’t know.
appropriate. Proficient/beyond.
How about this sweater?
(5) (T. L). Great. Would
you like to see anything
else?
(T.L.) Books.
1 credit. Comprehensible and
appropriate. Minimally
proficient.
The following score sheet illustrates the rating of this task.
Write scores for Part 1 in ink and submit completed score sheets
to the principal’s office no later than five calendar days before the date of the
written test.
SAMPLE SCORING OF SAMPLE TASK
PART 1: SPEAKING
Teacher___________________________
Language ________________________
Date ______________________________
Student ___Janet Task______________
Task A: No. ________
First
Attempt
Second
________
________
2
________
________
3
________
________
4
________
________
5
________
________
First
Attempt
Second
___0____
___2____
2
___0____
___2____
3
___0____
___0____
4
___2____
________
5
________
___1____
First
Attempt
Second
________
________
2
________
________
3
________
________
4
________
________
5
________
________
1 (_____)
Attempt
*
Task B: No. ___31___
1 (__√__)
TOTAL_________
Attempt
*
Task C: No. ________
1 (_____)
TOTAL____7_____
Attempt
*
*indicates
TOTAL_________
student initiates
TOTAL SCORE_____________
Scoring FLACS CHECKPOINT A Exam—Part 4
The primary purpose of this part is for the student to demonstrate the ability to write in the target
language using the four functions of language as the vehicle for communication and to demonstrate skills
aligned with the world language national and common core standards. These functions of language are: citing
evidence from a text to respond to a task, socializing, getting others to adopt a course of action,
getting/providing information, and expressing personal feelings about a given topic. Additional instructions
concerning the rating of Part 4 are included in page 2 of the publication Second Language Proficiency
Examinations, Directions for Administering and Scoring:
http://www.p12.nysed.gov/assessment/hsinfogen/det1351-0606.pdf
In this part, students are required to complete two writing tasks. One task is a Read-to-Write task and
for the second writing tasks students must write one from other options for a writing task. They must write at
least 50 words in the target language to achieve a specified communication purpose for each task. A word is
defined as a letter or collection of letters, surrounded by space, that in the target language is comprehensible
and contributes to the development of the task. This definition applies even when words are grammatically
incorrect. When counting words, please note that names of people are not to be counted. Place names and
brand names from the target culture count as one word (all other places and brand names are disregarded), and
contractions are counted as one word. In addition, salutations and closings are counted, as well as commonly
used abbreviations in the target language.
The responses to each note must address the task and must be written in the student’s own words; no
credit should be given for a response that is completely copied or substantially the same as material from other
parts of the examination. Each note is worth a maximum of ten credits and must be rated according to the
writing rubric for Part 4, which is provided below. This writing rubric measures the dimensions of
purpose/task, vocabulary, structure/conventions, and word count on a zero-to-four scale for each dimension. A
writing checklist is also provided for use in rating student responses. The writing checklist requires reference
to the full writing rubric for the definitions of each dimension at each level and is not intended as a substitute
for the writing rubric.
After rating the student’s response for each dimension, the scores for the four dimensions must be
added, resulting in a total raw score for the response. The conversion chart must be applied to that total raw
score so that the proper credit is given to the student for the question. For example, if a student received a
performance level score of 3 on the dimension of purpose/task, a score of 2 on the dimension of vocabulary, a
score of 2 on the dimension of structure/conventions, and a score of 4 on the dimension of word count, the
student’s total raw score would equal 11 (the sum of the four performance level scores). According to the
conversion chart, a raw score of 11 represents a converted score of 4 credits for the question.
The conversion chart for Part 4 is shown below.
Total Raw Score
Total Credits
16
10
15-14
9
12-13
8
11
7
10
6
9-8
5
7-6
4
5-4
3
3-2
2
1
1
After each of the two tasks has been scored, the two converted scores must be added together to
determine the total Part 4 score. This total Part 4 score should be entered in the lower box of the last page of
the student answer booklet and also under the “Credit Earned” section for Part 4, on the upper right corner of
the first page of the student answer booklet.
0
0
FLACS CHECKPOINT A EXAM
Part 4 Writing Rubric
Note that a 0 can be given in any of the dimensions when the student’s performance falls below
the criteria described for the performance level of 1.
*Applicable only when grading the CC – Read to Write task
Performance Level
Dimension
Task
Completion
4
3
Accomplishes the task.
Includes multiple
details; ideas clearly
connect to the
task/purpose.
*Student makes
reference to and/or
incorporates many
details from the source
passage in way that
demonstrates a high
degree of
understanding of the
document(s).
Vocabulary
Utilizes a wide variety
of original vocabulary
that expands the topic.
There may be minimal
inaccuracies.
*The vocabulary or
expressions are not
directly copied from
the sources
/documents provided.
Structure/
Conventions
Demonstrates a high
degree of control of
Checkpoint A
structure/convention:
• subject-verb
agreement
• noun-adjective
agreement
• correct word order
• spelling/diacritical
marks
Word Count
2
Satisfies the task.
Includes some details
that connect to the
task/purpose. May
contain minor
irrelevancies.
*Student makes
reference to and/or
incorporates some
details from the source
passage in way that
demonstrates some
degree of
understanding of the
document(s).
Utilizes a variety of
original vocabulary
related to the topic.
There may be minor
inaccuracies.
*The vocabulary or
expressions are not
directly copied from
the sources/
documents provided.
Demonstrates some
degree of control of
Checkpoint A
structure/conventions:
• subject-verb
A few errors may be
present; however the
errors do not hinder
overall comprehensibility
of the passage.
Uses 50 or more
comprehensible words
in the target languages
that contribute to the
development of the
task.
Uses 35-49 or more
comprehensible words
in the target languages
that contribute to the
development of the
task.
Total Raw Score
Total Credits
16
10
15-14
9
12-13
8
11
7
Attempts to satisfy the
task, but contains few or
no supporting details.
There are many
irrelevancies.
*Student makes limited
reference to and/or
incorporates few details
from the source passage
in way that
demonstrates minimal
understanding of the
document(s).
*Student makes no
reference to the sources
provided or the
references provided do
not demonstrate any
comprehension of the
document(s).
Utilizes basic original
vocabulary or uses
repetitive vocabulary.
Some original
vocabulary may be
inaccurate and/or
unrelated to the topic.
Utilizes limited original
vocabulary or uses
repetitive vocabulary
throughout. Most original
vocabulary may be
inaccurate and/or
unrelated to the topic.
*Most of the vocabulary
or expressions are
directly copied from the
sources/ documents
provided.
Demonstrates limited
control of Checkpoint A
structure/conventions
• subject-verb
*All of the vocabulary or
expressions are directly
copied from the
sources/documents
provided.
Demonstrates minimal
control of Checkpoint A
structure/conventions
AND/OR
agreement
agreement
• noun-adjective
agreement
• correct word order
• spelling/diacritical
marks
Minimal errors may be
present; however the
errors do not hinder
overall comprehensibility
of the passage
1
Satisfies the task but
includes few details that
are loosely connected.
May contain some
irrelevancies.
• noun-adjective
Errors impede overall
comprehensibility of the
passage.
agreement
• correct word order
• spelling/diacritical
marks
AND/OR
Errors do hinder
comprehensibility in
parts of the passage
Uses 25-34 or more
comprehensible words
in the target languages
that contribute to the
development of the task.
10
6
9-8
5
7-6
4
Uses 15-24 or more
comprehensible words in
the target languages that
contribute to the
development of the task.
5-4
3
3-2
2
1
1
0
0
Part 4 Writing Rubric
Question No. _____
Dimension
à
Performance Level
Purpose/Task
– Satisfies the task
– Connects ideas to task/purpose
– Exhibits a logical and coherent sequence
of Ideas
-References and uses details from reading
source(s) demonstrating understanding
Vocabulary
– Incorporates a range of nouns, verbs,
and/or adjectives, as appropriate to task
– Uses relevant and accurate words
Structure
– Subject/verb agreement
– Noun/adjective agreement
– Correct word order
– Spelling
Word Count
– Comprehensible
– In target language
– Contributes to the development
of the task
Question No. _____
4
3
2
1
0
4
3
50
+
4940
3930
2920
<20
50
+
4940
2
1
0
3930
2920
<20
The conversion chart for Part 4 is shown below:
Total Raw Score
Total Credits
16
10
15-14
9
12-13
8
11
7
10
6
9-8
5
7-6
4
5-4
3
3-2
2
1
1
0
0
A sample of a ten-credit response for each question in each language for Part 4 follows:
FLACS Checkpoint A Examination French
31
Bonjour,
Je m’appelle Marie et j’ai quartorze ans. J’habite avec mes parents et mes deux frères.
J’adore aller au cinéma avec mes amis. Nous préférons les films comiques. Je voudrais
écrire à un garçon français.
Merci,
Marie
32
Je vais en France cet été. Quel temps fait-il? Quels vêtements est-ce que j’emporte?
Je voudrais acheter des souvenirs. Combien coûtent les souvenirs? Qu’est-ce qu’on
mange en France? Je vais passer trois semaines en France. Je vais visiter Paris et aller
au bord de la mer.
33
Je vais faire du shopping samedi avec ma copine Paulette. Nous allons au centre
commercial. Je voudrais acheter des chaussures noires pour mettre avec ma nouvelle
robe à une fête ce week-end. J’ai soixante euros.
FLACS Checkpoint A Examination Italian
31
Ciao, mi chiamo Marco. Ho tredici anni. Sono americano. Non mi piace pescare. Mi
piace giocare a calcio. Dopo la scuola gioco con i miei amici. Vorrei scrivere a un ragazzo
che gioca a calcio e che ha dodici o tredici anni.
A presto,
Marco
32
Ciao
Vengo in Italia a luglio per un mese. Che tempo fa a Napoli? Porto pantaloncini, magliette,
sandali, un paio di scarpe e un costume da bagno. Vorrei andare a Roma, a Firenze e a Pisa.
Quanti soldi mi servono? A me piace molto mangiare la pizza. Com’è la pizza a Napoli?
Scrivimi, Antonia
33
il due maggio duemilasei
Sono molto contenta perché è l’onomastico della mia migliore amica, Giovanna. Lei è molto
carina. Voglio comprare una cosa speciale per lei. Domani vado al negozio verso le quattro
con mia sorella per comprare un CD. A lei piace molto la musica. Vorrei spendere € 20.
FLACS Checkpoint A Examination Spanish
31 Me llamo Juana y tengo doce años. Mi cumpleaños es el dos de mayo. Yo tengo una madre, un
padre, dos hermanas y un perro. Mi casa es mediana y bonita. Hay una sala, una cocina, dos baños,
tres dormitorios y un garaje. Yo limpio mi dormitorio y lavo los platos cada día.
32 Mi familia y yo vamos a España para las vacaciones. Salimos de Nueva York el treinta de junio. Nos
quedamos en un hotel en Madrid. Tengo ganas de ver el museo del Prado porque me gusta mucho el
arte. Mi hermana quiere ir de compras. Mi madre quiere ir al teatro y mi padre quiere ver un partido de
fútbol. Su equipo favorito es Real Madrid. Vamos a estar en Madrid por cinco días.
33 Me gusta el club de español en mi escuela. Es muy divertido porque tenemos muchas fiestas. Esta
semana vamos a tener una fiesta con películas. Vamos a ver una película cómica. También vamos a
comer tacos y postre. La fiesta es a las tres, después de las escuela en la clase de español. Mi
profesora ayuda con el club. Ella canta canciones en español para los estudiantes. ¡Nos gusta mucho!