1 Initial /m - lexicon press

Cha-Cha-Cha
A Spanish Articulation Therapy Program
Lance Tsugawa, MS, CCC-SLP
LEXICON PRESS
Copyright © 2004, Lexicon Press
Printed in USA
Copyright © 2004, Lexicon Press. All rights reserved. This work is licensed for use to the purchaser. No part of this work may
be reproduced or copied in any other form or by any other means except those parts herein described. Permission is granted for duplication of the protocol sheet and the manual to the purchaser and then only for single classroom usage. Multiple duplication for any
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Artwork is for viewing purposes only. Lexicon Press, P.O. Box 30357, Billings, Montana, 59107
TABLE OF CONTENTS
Introduction.......................................................................................................................................................................................... 1
The Spanish Phonological System.................................................................................................................................................... 2
Administering Therapy........................................................................................................................................................................ 5
Stimulus Items
/m/ Sections 1-10
Initial /m/ ..................................................................................................................................................................................... 12
Medial /m/.................................................................................................................................................................................... 23
/n/
Sections 11-25
Initial /n/....................................................................................................................................................................................... 33
Medial /n/..................................................................................................................................................................................... 45
Final /n/....................................................................................................................................................................................... 55
/ñ/
Sections 26-29
Medial /ñ/..................................................................................................................................................................................... 63
/b/
Sections 30-36
Initial /b/....................................................................................................................................................................................... 71
Medial /b/..................................................................................................................................................................................... 79
/p/
Sections 37-47
Initial /p/....................................................................................................................................................................................... 85
Medial /p/..................................................................................................................................................................................... 97
/t/
Sections 48-55
Initial /t/........................................................................................................................................................................................ 107
Medial /t/...................................................................................................................................................................................... 115
/d/
Sections 56-62
Initial /d/....................................................................................................................................................................................... 123
Medial /d/..................................................................................................................................................................................... 129
i
Section 123
Initial /w/....................................................................................................................................................................................... 257
/w/
Sections 114-122
Initial /l/........................................................................................................................................................................................ 239
Medial /l/...................................................................................................................................................................................... 245
Final /l/......................................................................................................................................................................................... 251
/l/
Sections 106-113
Initial /rr/...................................................................................................................................................................................... 223
Medial /rr/.................................................................................................................................................................................... 233
/rr/
Sections 97-105.
Medial /r/..................................................................................................................................................................................... 205
Final /r/........................................................................................................................................................................................ 215
/r/
Sections 91-96
Initial /ll/....................................................................................................................................................................................... 193
Medial /ll/..................................................................................................................................................................................... 197
/ll/
Sections 78-90
Initial /s/....................................................................................................................................................................................... 167
Medial /s/..................................................................................................................................................................................... 175
Final /s/........................................................................................................................................................................................ 185
/s/
Sections 71-77
Initial /g/....................................................................................................................................................................................... 151
Medial /g/..................................................................................................................................................................................... 159
/g/
Sections 63-70
Initial /k/....................................................................................................................................................................................... 137
Medial /k/..................................................................................................................................................................................... 143
/k/
/ch/ Sections 124-131
Initial /ch/..................................................................................................................................................................................... 259
Medial /ch/................................................................................................................................................................................... 267
ii
/j/
Sections 132-135
Initial /j/........................................................................................................................................................................................ 274
/x/
Section 136
Medial /x/..................................................................................................................................................................................... 276
/sk/ Sections 137-140
Initial /sk/..................................................................................................................................................................................... 293
Medial /sk/................................................................................................................................................................................... 287
/sp/ Sections 141-144
Medial /sp/................................................................................................................................................................................... 291
/st/ Sections 145-147
Initial /st/...................................................................................................................................................................................... 301
Medial /st/.................................................................................................................................................................................... 303
/kl/ Sections 148-150
Initial /kl/...................................................................................................................................................................................... 307
Medial /kl/.................................................................................................................................................................................... 311
/kr/ Sections 151-152
Initial /kr/...................................................................................................................................................................................... 313
/gr/ Sections 153-154
Initial /gr/..................................................................................................................................................................................... 317
/tr/
Sections 155-157
Initial /tr/...................................................................................................................................................................................... 321
Medial /tr/.................................................................................................................................................................................... 324
/pl/ Sections 158-160
Initial /pl/...................................................................................................................................................................................... 327
/pr/ Sections 161-162
Initial /pr/..................................................................................................................................................................................... 333
iii
/br/ Sections 163-164
Initial and Medial /br/.................................................................................................................................................................. 337
/bl/ Section 165
Initial and Medial /bl/................................................................................................................................................................... 341
Sections 169-170
Initial /fl/....................................................................................................................................................................................... 349
/fl/
Sections 166-168
Initial /fr/....................................................................................................................................................................................... 342
Initial and Medial /fr/.................................................................................................................................................................... 347
/fr/
Appendix
Nonsense syllables...................................................................................................................................................................... 352
iv
INTRODUCTION
For several decades the Spanish-speaking population in the United States has increased markedly. Turn of the century estimates
placed the population upwards of forty million with continued increases. Hispanics have become the largest and fastest-growing minority in the nation. Although English remains the dominant language of the culture, and the one most immigrants aspire to master, Spanish
still remains a language that dominates whole neighborhoods and towns. Many immigrants use Spanish to conduct everyday commerce,
to communicate with their friends, parents and grandparents and to attempt to maintain their cultural identity.
Speech clinicians familiar with the literature of bilingual speech pathology are aware of the need to develop a student's primary
language first. A solid foundation in the first language serves as a platform from which a student may develop English. Cognitive and
academic language proficiency may take 7-10 years for a normal bilingual speaker. For speech-delayed children, learning to speak and
read may take even longer.
Most bilingual speech pathologist and researchers believe articulation therapy should be provided in the child's primary language,
particularly in the preschool years. Because the English phonology system has fundamental differences than the Spanish phonological
system, performing articulation therapy in English may actually interfere with the child's development in Spanish.
Cha-Cha-Cha: Spanish Articulation Therapy was designed for the English-speaking therapist with a caseload that includes
the Spanish-speaking child. Every attempt was made to eliminate confusion and to design a simple and practical approach for administering articulation therapy to a diverse population of Spanish speakers. Care was also taken to provide nearly 700 illustrations that
would be easily identifiable to young children.
The information in this manual guides the user through the Spanish phonological system and provides articulation therapy materials. Wherever possible, pronunciation guidelines have been provided to facilitate the ability to provide verbal models. The clinician
knows how to perform articulation therapy. The transfer to Spanish will not be as difficult as a clinician might think. Along the way, clinical skills will be enhanced, students will appreciate the efforts, and both clinician and student will most certainly have some fun.
This manual is provided in an Acrobat Reader 5.0 .pdf ASCII format allowing the purchaser to modify and change any part of the
written text to other words, phrases, sentences and idioms that better reflect the dialectical differences that may be encountered within
diverse Spanish speaking populations. By opening the program and simply highlighting and changing words within the program, and
then printing the pages where the text has been modified, the administer can easily accommodate any student’s individual needs.
1
THE SPANISH PHONOLOGICAL SYSTEM
Unlike English, where even Japanese and Chinese have crept into the language, Spanish is primarily an amalgam of Romance
and Germanic languages. Fortunately, Spanish phonology is very similar to English; both are Indo-European languages that diverged
centuries ago, but they share common phonetic roots and vocabulary. In fact, Spanish is easier to learn than English. Once the phonetic rules have been learned, speech production is remarkably consistent. An examination of the Spanish phonological system is simple and easy to learn. To begin with, most sounds only occur in the initial and medial positions. Of the consonants, only /n, d, l, r, s/
occur in the final position of words, while vowels occur in all positions.
The Spanish vowels are:
/a/ which is produced like the a sound in mama.
/e/ which is produced like the vowel sound in pay.
/i/
which is produced like ee as in feet.
/o/ which is produced like the vowel in boat.
/u/ which is produced like the vowel in boot.
The Spanish consonants and their more common pronunciation in the Americas are:
/m/ which is produced like the English /m/.
/n/ which is very similar to the English /n/ sound. There are allophonic variations but they should cause no concern. For therapy purposes the English /n/ sound will serve.
/ñ/ which is produced like /ny/ as in canyon or onion.
/b/ which is produced like the English /b/ in initial position Spanish words, but with less plosion (unaspirated). In the medial position, it is a bilabial fricative. It's just like a /v/ sound, but both lips are approximated and air is passed through the opening,
with vocal cord vibration. Think of it as producing a /v/ sound but with just the lips.
/p/ which is the same as its English counterpart, but less plosive (unaspirated).
/w/ which is produced by Spanish speaker like the English version. However, it is written in various forms. For example, huevo
is pronounced way-vo. Guatemala and agua are pronounced wa-te-mala and a-wa respectively, although various allo2
phonic variations occur within various Latino dialects.
/h/ which is silent. For example, the word hola (hello), is pronounced ola.
/t/
which is produced like the English /t/ sound but with less plosion (unaspirated).
/d/ which is produced like the English /d/ sound in the initial position. In the medial position, it becomes fricative. The tongue tip
is placed on the alveolar ridge and air is passed over it. The resulting sound is similar to the English voiced /th/ but with
much less aspiration and voice. For example, dedo (finger) is pronounced de-tho.
/f/
which is identical to the English phoneme.
/v/ which is identical to the English /v/ sound. In some Spanish dialects, speakers produce it like the fricative /b/.
/ch/ which is the same as in English. Some dialects produce it as a /sh/. The clinician will need to find out how the parents of
a child are making this sound to determine if it is in error.
/g/ which is, in the initial position of words, the same as it is in English. In the medial position, it becomes a little tricky. It is
then a voiced, velar fricative. The tongue is retracted into the correct place for /g/ on the palate. However, it is only approximated. Air is forced over the blade to produce the fricative sound.
/k/ which is the same as in English, but unaspirated. In Spanish, it is represented by /c/ and /qu/.
/l/
which is the same as in English.
/ll/ which is just like the /y/ sound in English. Some dialects of Spanish produce it as a zh, as in measure, or j, as in jump.
/r/
which is only used in the medial and final positions. It sounds very much like the /d/ sound in English. It is made by tapping the tongue tip to the alveolar ridge with a small portion of the anterior of the tongue making contact with the premaxilla (the area just posterior to the alveolar ridge). It’s not complicated. Just make a /d/ sound and it will sound right!
/rr/ which is made by rapidly vibrating the tongue tip against the alveolar ridge to produce a trill. It is used in the initial and medial positions. In the initial position, it will be written as /r/, and as /rr/ in the medial position. It often is not mastered until
after age seven. However, many typical two-year olds can produce it. This sound teaches the non-Spanish speaker humility. Once this sound is learned even a clinician’s colleagues will be amazed.
/s/ which is the same as the English /s/. Some dialects, for example Castilian, produce it as a /th/ sound. Although discounted
3
by scholars, a story circulates that an unidentified King of Spain, several hundred years ago, had a lisp and that his
speech disorder became fashionable, and perhaps, even mandatory in the royal court.
/z/ which is written, as in zapato or arroz, but is always produced as an /s/ sound.
/x/ which is produced in some dialects just the like it is in English. However, many other dialects, Mexican for instance, produce
it as a voiceless, velar fricative. The tongue is elevated to approximate the palate. Air is forced over the blade to produce
the fricative sound.
4
ADMINISTERING THERAPY
Traditional articulation therapy begins with stimulating the sound in isolation, proceeds to nonsense syllables, and then to words,
phrases, sentences, multiple sentence utterances, and finally, to spontaneous speech. Stimulus items in this program are formatted to
allow the clinician to proceed in the same ordered sequence.
For younger children, Spanish is often more challenging than English because of the higher frequency of multi-syllabic words in
the typical early vocabulary. For example, the corresponding word for socks is calcetines, pants is pantalones, and shoes is zapatos.
Entretenimiento can be a mouthful for the child trying to express fun.
The clinician unfamiliar with the multi-syllabic phenomenon may encounter a puzzling clinical picture; a child is highly unintelligible with relatively few phoneme errors. In this instance, the child may be experiencing a breakdown in motor-sequencing as well as a
lack of a clear auditory model of how the word actually sounds when isolated and slowed down. Because syllable deletion is a common
feature of disordered children's production, additional therapy time should be spent stressing syllabification and transitions from syllable
to syllable.
The International Phonetic Alphabet (IPA) was not used to represent stimulus words in this manual. Potential users of this program may be teachers, paraprofessionals or therapists from Latin America who might be unfamiliar with this system. Since written
Spanish is a language which corresponds closely to the rules of the IPA, target words were written in Spanish. To pronounce them, the
user will only need to apply the familiar rules used in basic phonetic transcription. For example,
calcetines is pronounced /kal-se-ti-nes/,
zapatos is pronounce /sa-pa-tos/, and
pantalones is pronounced /pan-ta-lon-es/.
Notice that many of the target words have accented vowels. This provides a cue to stress that syllable during production. For
example,
lápiz (pencil) is pronounced /lá-pis/ with the stress on the first syllable.
The manual is laid out to allow the child to view the stimulus pictures while the clinician views the written verbal prompts. Sample
phrases and sentences are provided. However, until the clinician is more confident with Spanish production of extended utterances, a
few simple carrier phrases will facilitate elicitation of target phonemes in words. Here are a few of the more common carrier phrases
that will be useful to the administrator of the program:
Dame________
/da me/
Give me_______
5
Who has ______?
/ki en ti e ne/
¿Quien tiene___?
Where is____ __?
/dón de es tá/
¿Dónde está___?
This is ________
/es te es/
Este es ______
I see__________
/ve o/
Veo_________
I want_________
/ki e ro/
Quiero_______
With the large number of stimulus items provided in the manual, bilingual therapists will have the capability of providing therapy
beyond the word, phrase and sentence level. Short stories have been provided which may be read to the child. The child then may be
asked to repeat elements from a story, using the target words which have previously been practiced. Generalization to spontaneous
speech may be elicited by using stimulus words as a focus for conversation.
Spanish nouns are classified by gender, either masculine or feminine. In general, and there are exceptions, masculine and feminine forms only differ by their final sound, either, o for masculine, or, a for feminine, and articles and adjectives accompanying nouns
must agree by number and gender as well. For example,
La, feminine for the, will accompany a feminine singular noun as in la mesa (the table),
Las, feminine for the, will accompany a feminine plural noun, as in las mesas (the tables),
El, masculine for the, will accompany a masculine noun as in el zapato (the shoe), and
Los, masculine for the, will accompany a masculine plural noun, as in los zapatos (the shoes).
Similar gender/number considerations were taken into account for un, una, uno, unas and unos and their English equivalents of
a, an, one and the respective plurals, some. Spanish articles were used with the stimulus pictures, but were not included consistently
with the word lists, phrases or stories. Use of articles with single words would add another level of difficulty to the child's response.
Spanish adjectives were also used as stimulus items. However, no attempt was made to represent masculine or feminine forms for every
word.
Adjusting the program to fit your needs
Spanish conversation and written Spanish is replete with affixes to form comparatives and superlatives. Diminutive forms were
used and will be found throughout the manual. Like other languages, Spanish vocabulary is rich and varied with words having multiple
meanings. In some instances several multiple meanings of a word are provided, but no attempt was made to provide all the meanings
of a word.
6
With few exceptions, Spanish verbs are represented in the infinitive form for single words. At the Short Phrase level, verb declension was exercised. At the Short Sentence level the declensions mostly represent the actions in the stimulus pictures. At the more
advanced Short Story level, the four pictured stimulus words were used to develop a short story. The actions and objects in the pictures
only served as reference points and do not reflect the content of the stories.
Spanish is the predominate language of Mexico, and most Central and South American countries. There exists a multitude of
dialectical differences. Like other languages, idioms are commonly used and vary by geography, education and social class. A small
number of words and idioms that might be identified as Mexican were included in this program, e.g., jitomate for tomato, chulo for cute,
manta for blanket, calcetínes for socks, cuate for buddy, alberca for swimming pool, etc. Also included were a few common colloquial
Latino expressions, the use of nicknames, and conversational grammatical constructions since they are more likely to be a part of the
repertoire of the child, parents, and familiars. In general, phrases and sentences used in this manual would be readily understood by
the vast majority of Latinos.
7
Sample Stimulus Pictures for /m/
REMEMBER
This manual is provided in an Acrobat Reader 5.0 .pdf ASCII format allowing the purchaser to modify and change any
part of the written text to other words, phrases, sentences and idioms that better reflect the dialectical differences that may be
encountered within diverse Spanish speaking populations. By opening the program and simply highlighting and changing
words within the program, and then printing the pages where the text has been modified, the administer can easily accommodate any student’s individual needs. A full version of Acrobat Reader is required to exercise this option.
9
m
la mariposa-butterfly
malo-evil
la manzana-apple
la muñeca-doll
12
1 Initial /m/
PALABRAS-WORDS
1. mariposa-butterfly
2. malo-bad/evil
3. manzana-apple
4. muñeca-doll
FRASES BREVES-SHORT PHRASES
1. una mariposa grande-a big butterfly 2. aspecto malo-evil aspect/look/appearance
3. su manzana-your apple
4. muñeca nueva-new doll
FRASES COMPLETAS-SHORT PHRASES
1. La mariposa está volando.
The butterfly is flying.
2. El Cráneo asustó a la gente.
The Skull frightened the people.
3. Quiero una manzana.
I want an apple.
4. La muñeca no llora.
The doll doesn’t cry.
UN CUENTO BREVE-A SHORT STORY
Marta estaba jugando con su muñeca. Ella jugó debajo del árbol de manzana. Había flores en el árbol
de manzanas. Ella vio una araña grande. “No me gustan las arañas. Son malas,” dijo Marta. Luego ella vio
una mariposa. “Me gustan las mariposas. Son bonitas,” dijo Marta.
Marta was playing with her doll. She played under the apple tree. There were blossoms on the apple
tree. She saw a big spider. "I don't like spiders. They are bad," said Marta. Soon she saw a butterfly. "I do
like butterflies. They are pretty," said Marta.
13
la mano-hand
el martillo-hammer
la mosca-fly
el mapa-map
14
2 Initial /m/
PALABRAS-WORDS
1. mano-hand
2. martillo-hammer
3. mosca-fly
4. mapa-map
FRASES BREVES-SHORT PHRASES
1. una mano vieja-an old hand
2. el martillo grande-the big hammer
3. la mosca verde-green fly
4. un mapa secreto-a secret map
FRASES COMPLETAS-SHORT PHRASES
1. Su mano izquierda no está limpia.
His left hand is not clean.
2. El martillo es muy pesado.
The hammer is very heavy.
3. Odio a todas las moscas.
I hate all flies.
4. Tengo el mapa guardado.
I have the map (safely) guarded.
UN CUENTO BREVE-A SHORT STORY
Una mosca encontró un mapa. Era un mapa secreto. El mapa mostraba dónde estaba enterrado el martillo. La mosca encontró el martillo. Éste era demasiado grande para que la mosca lo cargara. Pobre mosca!
A fly found a map. It was a secret map. The map showed where a hammer was buried. The fly found
the hammer, but it was too big for him to carry. Poor fly!
15
el mono-monkey
la medicina-medicine
la máscara-mask
la madre-mother
16
3 Initial /m/
PALABRAS-WORDS
1. mono-monkey
2. medicina-medicine
3. máscara-mask
4. madre-mother
FRASES BREVES-SHORT PHRASES
1. el mono chiquito-the tiny monkey
2. la medicina tuya-your medicine
3. una máscara fea-an ugly mask
4. la madre de Carlos-Carlos’s mother
FRASES COMPLETAS-SHORT PHRASES
1. ¿Está por aquí el mono?
Is the monkey around here?
2. La medicina era tan cara.
The medicine was so expensive.
3. A mí me gusta la máscara.
I like the mask.
4. Mi madre cuida a la niña.
My mother takes care of the child (little girl).
UN CUENTO BREVE-A SHORT STORY
Pulga es el mono de Marco. Está muy enfermo. La madre de Marco le dio a Pulga medicina. Ésta
no funcionó. Pensó que podría hacer feliz a Pulga. Ella le compró una máscara. Esto hizo feliz a Pulga.
Pulga is Marco's monkey. He is very sick. Marco’s mother gave Pulga some medicine. It didn't work.
She thought about what would make Pulga happy. She bought him a mask. It made Pulga happy. Now he
feels better.
17
la momia-mummy
la montaña-mountain
la moto (motociclete)-motorcycle
el mapache-raccoon
18
4 Initial /m/
PALABRAS-WORDS
1. momia-mummy
2. montaña-mountain
3. moto/motocicleta-motorcycle
4. mapache-raccoon
FRASES BREVES-SHORT PHRASES
1. una momia antigua-an old mummy
2. la montaña alta-the high mountain
3. la moto verde-the green motorcycle 4. un mapache salvaje-a wild raccoon
FRASES COMPLETAS-SHORT PHRASES
1. ¿No has visto la momia?
Haven’t you seen the mummy?
2. La montaña es grande.
The mountain is big.
3. Veo una moto verde.
I see a green motorcycle.
4. El mapache come de todo.
A raccoon eats anything.
UN CUENTO BREVE-A SHORT STORY
Ramón tiene una motocicleta. Él lo conduce a las montañas. Un día él vio un mapache. El otro día
se metió en una cueva y encontró una momia. ¡Eso lo asustó! No volvió a subir a la montaña nunca más.
Ramón has a motorcycle. He drives it up the mountains. One day he saw a raccoon. Another day he
went into a cave and found a mummy. It scared him! He doesn't go up the mountain anymore.
19
la mesa-table
la maleta-suitcase
el marinero-sailor
la maestra-teacher
20
5 Initial /m/
PALABRAS-WORDS
1. mesa-table
2. maleta-suitcase
3. marinero-sailor
4. maestra-teacher
FRASES BREVES-SHORT PHRASES
1. una mesa pintada-a painted table
2. la maleta de Lupita-Lupita’s suitcase
3. el marinero joven-the young sailor
4. la maestra bonita-the pretty teacher
FRASES COMPLETAS-SHORT PHRASES
1. La mesa es redonda.
The table is round.
2. ¿Dónde está la maleta verde?
Where is the green suitcase?
3. El marinero está ayudando.
The sailor is helping.
4. La maestra está tan feliz.
The teacher is so happy.
UN CUENTO BREVE-A SHORT STORY
El maestro de Miguel dijo una historia en la clase. Trataba acerca de un marinero llamado Tomás.
Cuando Tomás fue al mar tomó la maleta equivocada. Estaba lleno de ropa de Margarita. Se sentó en la
mesa. Le escribió una carta a Margarita. Ésta decía: Por favor mándame mi maleta. Con Amor, Tomás.
Miguel's teacher told the class a story. It was about a sailor named Tomás. When Tomás went to sea
he picked up the wrong suitcase. It was full of Margarita's clothes. He sat down at the table. He wrote
Margarita a letter. It said: Please send me my suitcase, Love Tomás
21
m
la hormiga-ant
la almohada-pillow
dormido-asleep
la cama-bed
22
6 Medial /m/
PALABRAS-WORDS
1. hormiga-ant
2. almohada-pillow
3. dormido-asleep
4. cama-bed
FRASES BREVES-SHORT PHRASES
1. la hormiga peluda-the hairy ant
2. una almohada grande-a big pillow
3. un perrito dormido-a little dog asleep 4. la cama de Alejandro-Alejandro’s bed
FRASES COMPLETAS-SHORT PHRASES
1. La hormiga es chiquitita.
The ant is very tiny.
2. Quisiera una almohada.
I would like a pillow.
3. El perro está dormido.
The dog is asleep.
4. La cama es grande.
The bed is large.
UN CUENTO BREVE-A SHORT STORY
La hormiga peluda quería tomar una siesta. Ella tomó su almohada. Ella se metió en su cama. Ella
se fue a dormir. Un perro ladrando la despertó. “¡Déjame dormir!” dijo la hormiga peluda. El perro paró
de ladrar. Ahora la hormiga dormilona puede tomar su descanso.
The hairy ant wanted to take a nap. She got her pillow. She climbed into her bed. She went to sleep.
A barking dog woke her. "Let me sleep!" said the hairy ant. The dog stopped barking. Now the sleepy ant
can get her rest.
23
comprar-to purchase/buy
la bomba-bomb
la campana-bell
la cámara-camera
24
7 Medial /m/
PALABRAS-WORDS
1. compra-purchase (buy)
2. bomba-bomb
3. campana-bell
4. cámara-camera
FRASES BREVES-SHORT PHRASES
1. comprar un refresco-buying a soft drink 2. una bomba peligrosa-a dangerous bomb
3. campana que timbre-bell that rings
4. cámara cara-expensive camera
FRASES COMPLETAS-SHORT PHRASES
1. Hizo una compra.
He made a purchase.
2. ¿Dónde está la bomba?
Where is the bomb?
3. ¡Suene la campana ya!
Sound the bell now!
4. ¡Use la cámara!
Use the camera!
UN CUENTO BREVE-A SHORT STORY
Sonó como si una bomba hubiera explotado. “Tenemos que poner a salvo a la gente,” dijo
Ramón. Jaime tocó la campana. Tomás tomó su cámara para tomar unas fotos. “¡O caray, esto es solo
un juego pirotécnico,” dijo Ramón, “Realmente somos unos tontos!”
It sounded like a bomb had exploded. "We have to warn the people" said Ramón. Jaime rang the bell.
Tomás got his camera to take some pictures. "Wow, it’s only a firecracker" said Ramón. Aren't we silly!
25
la pluma-feather
los enemigos-enemies
la comida-dinner
los hermanos-brothers
26
8 Medial /m/
PALABRAS-WORDS
1. pluma-feather
2. enemigos-enemies
3. comida-dinner/food
4. hermanos-brothers
FRASES BREVES-SHORT PHRASES
1. pluma de aguila-eagle’s feather
2. enemigos enojados-angry enemies
3. comida caliente-hot food
4. hermanos contentos-contented brothers
FRASES COMPLETAS-SHORT PHRASES
1. La pluma es suave.
The feather is soft.
2. Son enemigos ellos.
They are enemies.
3. La comida es buena.
The food is good.
4. Ellos son hermanos.
They are brothers.
UN CUENTO BREVE-A SHORT STORY
Mis dos perros son como hermanos. Ellos comen la cena juntos. A ellos les gusta jugar con plumas.
“Nosotros nunca seremos enemigos,” dijeron ellos. “Nosotros siempre seremos amigos.” Ellos son muy
buenos perros.
My two dogs are like brothers. They eat dinner together. They like to play with feathers. "We will never
be enemies," they said. "We'll always be friends." They are very good dogs.
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el amor-love
la camisa-shirt
el camino-road
el vampiro-vampire
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9 Medial /m/
PALABRAS-WORDS
1. amor-love
2. camisa-shirt
3. camino-road
4. vampiro-vampire
FRASES BREVES-SHORT PHRASES
1. amor dulce-sweet love
2. camisa de lana-wool shirt
3. camino largo-long road
4. vampiro malo-evil/bad vampire
FRASES COMPLETAS-SHORT PHRASES
1. El amor es bueno.
Love is good.
2. La camisa es nueva.
The shirt is new.
3. El camino es largo.
The road is long.
4. El vampiro es peligroso.
The vampire is dangerous.
UN CUENTO BREVE-A SHORT STORY
Miguel bajo por el camino. Fue a visitar a su amigo Jaime. Fue a enseñarle a Jaime una playera que Verónica le
regaló. En la casa de Jaime los muchachos vieron un programa en la tele’ sobre vampiros. A ellos les encantan los
programas de horror. Olvidó enseñarle su playera nueva a Jaime. Estaba muy emocionado con los vampiros.
Miguel walked down the road. He had just visited his friend, Jaime. He had gone to show Jaime a shirt that
Verónica had given him. At Jaime's house the boys watched a program on TV about vampires. They love horrorprograms. He’d forgotten to show his new shirt to Jaime. He was too excited about vampires.
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enfermo-sick
el camión-truck
las gemelas-twins
los animales-animals
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10 Medial /m/
PALABRAS-WORDS
1. enfermo-sick
2. camión-truck
3. gemelas-twins
4. animales-animals
FRASES BREVES-SSHORT PHRASES
1. cachorro enfermo-sick puppy
2. camión de muebles-furniture truck
3. las gemelas Lepe-the Lepe twins
4. animales salvajes-wild animals
FRASES COMPLETAS-SHORT PHRASES
1. ¿Está enfermo el perro?
Is the dog sick?
2. El camión es grande.
The truck is big.
3. Son gemelas ellas.
They are twins.
4. Veo tres animals.
I see three animals
UN CUENTO BREVE-A SHORT STORY
Los gemelos Fernández se movieron a un nuevo barrio. Un camión de mudanza llevó sus cosas a su
nueva casa. Ellos se trajeron a sus dos nuevos cachorros también. Los cachorros son buenos animalitos. Los muchachos están muy felices en su nueva casa e igual están los cachorros.
The Fernández twins moved to a new neighborhood. A furniture truck moved their things to their new
house. They brought their two new puppies, too. The puppies are good little animals. The boys are very
happy in their new home and so are the puppies.
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