1. Why is the verb "ser" used in the following sentence? "y era bastante
mezquino de talla, corto de alientos, descolorido, como de ocho años,
quizá de diez, tan tímido que esquivaba la amistad de sus compañeros,
temeroso de las bromas de algunos"
a.
It describes characteristics or traits of the character that or more or less
permanent.
b. It describes the character's profession.
c. It describes origin.

El señor gómez (1) se levantaba a las seis de la mañana. vivía cerca de la oficina, pero le gustaba llegar temprano. (2) de salir de su casa, tomaba un desayuno bien completo: café con leche, tostadas, queso y fruta. ya en la oficina, (3) se reunía con su secretaria para repasar (go over) la agenda del día. (4) repasar la agenda, se tomaba un café (5) leía las noticias del día. (6) , el señor gómez recibía a los clientes que querían hablar con él. su rutina cambió mucho (7) jubilarse, pero (8) se acostumbró a la nueva vida. (9) disfruta de su tiempo libre, recuerda con cariño (10) que fue a la oficina.

You’ll need to set habits that will tie you to spanish and its cultures even beyond the classroom. students who become lifelong learners of spanish have some basic characteristics and habits that you should develop if you want to get the most from your experience learning spanish. lifelong learners: have friends with whom they regularly converse in the target language. (this could be friends in school, neighbors or friends in the community.) regularly get information from target language sources (newspapers, magazines, internet spanish related news group (with parent’s approval), tv programs, radio, etc. that are produced by and for native speakers.) participate in activities of the target culture (celebrating holidays, seeing movies or plays of/in the target culture, preparing or eating dishes from the target culture, reading books or magazines from the target culture, etc.) someone who has developed these habits is on the way to becoming a lifelong learner. these types of habits reinforce a strong connection to the language and culture and develop a love and better understanding of that culture. think for a minute about the resources available. do you have friends who are native spanish speakers? do you ever watch spanish channels on television? you can probably think of several online sources. maybe you have some stores or restaurants in your community that are owned or frequented by spanish speakers. also think about when you could participate in spanish-related activities on a regular basis—remember that it’s setting the habits that will make the most difference. using the table below as a guideline, write out a plan for starting new habits. for the language or culture resources column, try to identify three different resources: 1. a friend or contact 2. an information source, and 3. a cultural activity. in the what i will do column, describe as specifically as you can what you will do. and in the when i will do it column, write when you plan on doing these activities. see the sample below to see how you might fill out your own table. you will have opportunities to follow up and report on your regular practice of engaging spanish resources close to home. you will be asked in a follow up assignment to report on what you have done. language or culture resources: what i will do: when i will do it: 1 1 1 2 2 2 3 3 3 *example: language or culture resources: what i will do: when i will do it: 1. spanish exchange student 1. i will practice spanish…. 1. m-f between 9 and 10 am. 2. spanish newspaper: 2. i will read an article a week 2. every tuesday at 3: 00pm 3. spanish films 3. i will see a spanish film every month 3. the first friday of every month. if you are still unsure where to begin, ask your teacher for additional ideas that can get you started. regardless of how you go about making your spanish cultural connection, be sure to make a plan and to think about a longer-term strategy for getting the most from your time with your chosen resources.

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