Imagina que te encuentras en un mercado o tienda dd regalos y manualidades en un pais de America Latina. Escribe un dialogo en el que participen tu y el encargado de la tienda donde vas a comprar materiales con motivo artesanal para la escuela. Recuerda usar la moneda del pais que estas visitando y conduce una investigacion sobre el cambio por dolar. Imagine you are in a mercado (outdoor market) or in a stationary store in a country of your choice, (see the list of countries and currencies on the lesson), to buy handcrafted articles for school or gifs. You may use school items studied in class or any other item you would like to purchase in that stationary store or mercado. Use the vocabulary included here to create a Spanish dialogue with the clerk in charge of the store. Remember that you are using the currency of the country.
1.- Use a map that represents the country you are visiting
2.- Use a picture of the currency
3.- Make a research of the actual value or exchange from dollars to the currency.
4.- Use a picture of a popular store or mercado of the country of your choice.
5.- Use a picture of items you will buy and how much you paid for all items.
6.- Include a "detail receipt" similar to the one that appears on the lesson.

Choose the imperfect verb that matches the given pronoun. ellos/ellas/uds.

El mes pasado mi esposo y yo hicimos un viaje a buenos aires y sólo pagamos dos mil dólares (1) los pasajes. estuvimos en buenos aires (2) una semana y paseamos por toda la ciudad. durante el día caminamos (3) la plaza san martín, el microcentro y el barrio de la boca, donde viven muchos artistas. (4) la noche fuimos a una tanguería, que es una especie de teatro, (5) mirar a la gente bailar tango. dos días después decidimos hacer una excursión (6) las pampas (7) ver el paisaje y un rodeo con gauchos. alquilamos (we rented) un carro y manejamos (8) todas partes y pasamos unos días muy agradables. el último día que estuvimos en buenos aires fuimos a galerías pacífico (9) comprar recuerdos (souvenirs) (10) nuestros hijos y nietos. compramos tantos regalos que tuvimos que pagar impuestos (duties) en la aduana al regresar

Becoming a lifelong learner learning a language opens doors to a world of opportunity. of course, in order to really benefit from your studies, you’ll need to do more than just complete assignments. 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.