La corrida de toros - Room 2310-B: La clase de español

Transcription

La corrida
de toros
a cultural study for Spanish 1
Copyright © 2014 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom
Image CC-BY-SA 2008 Miki flickr.com
NOTES FOR THE TEACHER
• Thank you so much for purchasing this unit!
• If you find any errors or typos in this document, please notify me immediately by
emailing martinaebex@gmail.com (make sure my middle initial ‘e’ is included!). I will
correct the mistake immediately and re-upload the file. Thank you!
• This unit is expanded from one that I teach in the fifth week of Spanish 1, which can
be downloaded here (beware that many of the activities overlap, so until Teachers
Pay Teachers creates the ability to provide coupon codes--which they are working
on--you would be double-purchasing some of the resources. I apologize for this!)
http://www.teacherspayteachers.com/Product/Storytelling-Unit-Las-novias-de-mihermano-7-day-Lesson-Plans-Spanish-I-453039 Students are prepared for this miniunit by following the lesson plans from the first five units in my Spanish 1 curriculum.
• Lessons are designed for 45 minute class periods. Modify as needed to fit your class
schedule, and remember to always be flexible and go with the flow! It seems that
nothing ever takes the exact amount of time that you planned for it.
• Any links included in these lesson plans can be accessed by (1) clicking on the link
when viewed as a PDF on the computer or (2) visiting www.martinabex.com and
searching for the blue underlined phrase. Many activities are not explained in detail
in these plans, but their instructions and any applicable forms are on my website.
• For additional authentic and non-authentic resources that could be used to expand
this unit even further, please visit my Corrida de toros pinboard: http://
www.pinterest.com/martinabex/la-corrida-de-toros/
●2●
La corrida de toros
lesson plans - day one
1. La campanada Slide 2
Prompt: [show students image of bleeding bull with banderillas hanging off] Mira esta
imagen. ¿Qué ves? Descríbela.
2. Choose a Cantaninja to choose when to listen to a song.
3. Show the “Anatomía de un toro” slide to students (or distribute the worksheet from
Page 11). Slide 3
1) Tell students, “Éste animal es un toro. ¿Cómo es un toro?” and give students time
to respond. You might get answers like, “es un animal”, “es violento”, “es grande”,
etc. You can ask yes/no questions to generate responses, if needed.
2) Review the bull’s body parts one by one. Point to them and say, “Éste es un cuerno.
El toro tiene dos cuernos.” etc.
3) Allow students time to answer the comprehension questions on their own, or ask
them aloud to the class if you are using the slide instead of the worksheet.
4) End the discussion by asking, “¿Te gustan los toros? ¿Son animales buenos o
malos?”
4. Complete the first two columns of the KWL chart with students (Know / Want to know /
Learned). Encourage students to express what they know and what they want to know
using the language that they already have; avoiding topical vocabulary that they will
learn in the unit. Try to address the questions “Who” “What” “Where” “When” “Why”
and “How” in each column! Slide 4
5. Show students these video clips of bullfights: do not yet explain to students what they
are seeing; simply let them watch and consider.
• “El Fandi - Poniendo banderillas y parando al toro” uploaded by TaRiNoNcHo: show
clip from 0:00-1:20 https://www.youtube.com/watch?v=9LVp5YED2VI (shows two sets
of banderillas being stuck in the bull)
• “el fandi,tira los zapatos y la lia bilando con el toro...IMPRESIONANTE - juano”
uploaded by Juan Rico: show the whole video https://www.youtube.com/watch?
v=wFCg4Q5Z6Nk (shows the ‘artistry’ of a torero)
• “La Estocada de Fandiño a camara lenta” uploaded by
Taurovideos dos: Show the whole video https://
www.youtube.com/watch?v=GVoIhgRc3C0 (shows the
death of the bull)
6. Show students the “Mi perspectiva inicial” slide and give them
time to write down their initial thoughts on bullfighting, not
knowing anything about it. Collect what they wrote to save for later.
Slide 5
●3●
La corrida de toros
lesson plans - day two
Prompt: Completa cada oración:
(1) Un toro es un animal _______.
(2) Durante una corrida de toros, el toro quiere ____________.
(3) Durante una corrida de toros, el toro está _______.
2. Discuss the Campanada.
3. Read together the Los toreros reading as a class. As you read, circle target structures, check for
comprehension, and personalize the reading. For more information on these key TPRS®/CI
strategies, please visit http://martinabex.com/teacher-training/essential-strategies-for-tprsci-teachers/
Slides 7-11
• Ask the discussion questions provided while reading the slides to help you personalize the
discussion. The discussion questions are in the Presenter Notes of the PPT file, or you can print out
the “Presenter notes for corrida de toros” slideshow PDF included in the .zip file for a printed
version.
• Alternatively, students could read it individually, but this is not ideal! Reading on Page 13
4. Divide students into groups of 4 students (or so).
5. Show students a Corrida de toros. There are zillions out there to choose from, and this is the one
that I prefer to use: El Juli. Aste Nagusia, Bilbao 24 08 2012 uploaded by Canal de ffriasn: https://
www.youtube.com/watch?v=9QXptjTatvQ I chose it because it shows all of the components of the
fight and has many close-ups. The video that I use is almost 19 minutes long, so here are two things
that I do to keep up engagement while we watch:
1) While students watch the Corrida de toros, they must work with their team to write down any
sentence that they can think of that describes what they are seeing, in Spanish, on the form
provided. Collect these before class ends! Page 15
2) Pause the video any time a new, traditional element of the bullfight is shown and describe it in
Spanish. If you are not familiar with bullfights and their traditions, use the guide on Pages 16-17.
Encourage students to use the bullfighting vocabulary that you describe as they write their
sentences.
• I do NOT describe what is happening on the screen á la MovieTalk. This is because I want my
students to generate a narration of the bullfight by developing their own
descriptive sentences with their teammates. The Comprehensible Input
will follow the video as the teams share their descriptions with the
class.
• If you have any students that will be sickened or otherwise traumatized
by watching the Corrida, excuse them from this activity. Instead, have
them locate an organization online that raises awareness or otherwise
protests bullfights, and have them make a list of five things that someone
in the U.S. or Canada could do to help bring an end to bullfighting.
●4●
La corrida de toros
lesson plans - day three
Prompt: Completa cada frase con tu opinión en español:
(1) En mi opinión, las corridas de toros son _________.
(2) En mi opinión, los toreros son _________.
(3) En mi opinión, las personas que van a las corridas de toros son __________.
2. Choose a Cantaninja to choose when to listen to a song.
3. Have students get back into their teams from yesterday and hand back their description
forms to play a modified version of Back At’Cha. You will have multiple teams instead
of just two. Page 18
• On their turn, each team should share one of the sentences from their page. They
don’t have to be in order. If possible, type the sentences as they are shared in a Word
Document that is projected for the whole class to see. As you type them, try to put
them in the order in which they happened in the fight, so that at the end you have a
sequential narration of the bullfight. As always, circle target structures, check for
comprehension, and personalize the content that the students share! You could type
their sentences on Slide 13
4. Now that you’ve reviewed what happened in the bullfight, go back and discuss the
Campanada.
5. Listen to “Toro y Torero” by Los Victorios. listen to/watch the song ‘Toro y Torero’ by
Los Victorios. https://www.youtube.com/watch?v=zw_UGeb9G6Y
1) Have them watch it one time, then ask students “¿Al cantante le gustan las corridas
de toros?” to see what their initial impression is.
2) Then, distribute the lyrics sheet. Page 19 (Projectable lyrics on Slide 14)
3) First, have students fill in the missing translations.
4) Finally, have students underline or highlight the correct answer in each either/or
question as you discuss them as a class. Personalize them and
find out
how
each of your students would respond to each question!
6. Watch several “Bullfight Bloopers”--there are so many to
choose from! Just search “Blooper” on my ‘Corrida de toros’
pinboard: http://www.pinterest.com/martinabex/la-corrida-detoros/
●5●
La corrida de toros
lesson plans - day four
Prompt: Contesta esta pregunta con frases completas en español:
Describe una corrida de toros. ¿Qué ocurre?
2. Choose a Cantaninja to choose when to listen to “Toro y torero”.
3. Give students the extended Los toreros reading. Have them read through it
individually. Page 21
4. While students read, ask them to underline or highlight any word, phrase, or sentence
that stands out to them for any reason. It can be something that they agree with,
something that they think is awful, something that seems odd or curious to them,
something that they want...anything!
5. When they are finished reading, students must complete the True/False/Probable
activity to demonstrate comprehension. Page 22
6. Once most students have finished, read aloud the text to them slowly as they follow
along on their papers. Anytime that you (the teacher, who is reading the article aloud)
comes to a word, phrase, or sentence that they highlighted or underlined, they must
read it aloud along with you. In this way, sometimes the teacher will be the only person
reading, but other times there will be one or many voices reading aloud with him or her.
(Alternatively, a native speaker student could read instead of you!)
7. Discuss the read-aloud with students: which words, phrases, and sentences had the
most people joining in to read? Why did those words stand out to students more than
others? Also take this opportunity to check for comprehension and clarify meaning of
any new information that appeared in this reading but not the previous one.
8. Review True/False/Probable activity. Ask students to defend and debate why they
categorized any given answer as they did. Sometimes, it is tricky! For example, it is most
likely that El Cid prefers big corridas so that he can earn more money, but who knows?
Maybe he likes smaller venues. It is okay if your class comes up with different answers
than those that are provided on the activity sheet--not
everything is black and white: as long as you get some great
Comprehensible Input from the discussion, it doesn’t
matter what the final decision is!!
●6●
La corrida de toros
lesson plans - day five
Prompt: Contesta estas preguntas con frases completas en español:
(1) ¿Qué es una actividad controverdida para muchas personas de este país?
(2) ¿Estás en favor de esa actividad o estás en contra de (against) la actividad?
4. Read the “La tauromaquía: un arte” slides from the slideshow in order to explain to
students why some consider bullfighting to be an art. As you do, be sure to check for
comprehension, clarify meaning, circle new structures, and personalize the content!
Slides 17-20
• This is a great link to scroll through and show students some of the different suertes
con muleta http://www.elartetaurino.com/suertes%20de%20muleta.html
5. Time to practice the art of bullfighting! Students will split into groups and see who
can best imitate some famous suertes.
1) Preparation: Before class, you will need to gather the following supplies:
• Bull mask: Download template and instructions to make masks here: http://
www.dltk-kids.com/animals/mplate-cow.htm If you want to be a real overachiever,
you could make a complete bull costume like the one in this post: http://
3boysandadog.com/howdy-to-homemade-costumes/comment-page-1/
• Cape: This could be a small blanket, an actual capes, or a jacket/sweater if you are
desperate. Ideally, it would be red or pink...but any color will suffice.
• Sword: Yardstick, broom handle, wrapping paper tube...any of these will work.
• Knee-high tights or socks
• Brimmed hats: If you can find a black hats, more power to you! Cowboy hats,
sombreros, safari hats, heck even pirate hats will serve the
purpose.
• Print out TPR vocab sheets for all students in the class.
Page 24
●7●
La corrida de toros
lesson plans - day five (continued)
2) One at a time, have two volunteers come to the front of the room. One will be the
bull, and one will be the bullfighter. Have the bull put on the mask or costume, and
have the bullfighter take up his/her cape and sword and don a hat. She or he should
tuck his/her pants into the knee-high socks or stockings. ¡Olé! With the volunteers’
backs to the screen, show one of the suerte images Slides 22-26
3) The class must shout out directions in Spanish for the bull and for the bullfighter.
When a student wants to give a direction to one of the actors, s/he should raise his/
her hand and wait for you to call on him/her. First, the student needs to say to which
actor s/he is speaking. Then, s/he must use the TPR cards to give [perhaps muddled]
instructions. Ex: “Torero, inclina hacia atrás” or, “Toro, baja la cabeza”. The actors
can only move when instructed by their classmates. Since the actors may not
understand the instructions, the teacher will physically move the actors as per the
students’ instructions (make sure you are careful where you place your hands when
you do this!).
1) How to keep it comprehensible: you, the teacher, must direct everything. When a
student tells you something, first repeat it back accurately to the class as a
question. Ex: Student: “Torero, levanta derecha brazo” Teacher: “Torero, ¿levanta
el brazo derecho?” Then, use the opportunity to circle and clarify meaning. Ex:
[lift the torero’s left arm] ¿Éste es el brazo derecho? ¡No! Éste es el brazo
izquierdo. [grab right arm] ¡Éste es el brazo derecho! El torero levanta el brazo
derecho [lift]. “¿Así?” “¿Más arriba? etc.”. Since you will be acting out (or forcing
the actor to act out) all of the commands and students in the class can look at
their vocabulary cards to confirm their understanding, it is not necessary to orally
translate what is being said, other than when you check for comprehension.
4) Once the class is satisfied with the positioning of the bull and bullfighter, have a
student in the class take a picture! That way, the student actors can see what they
looked like. Furthermore, you can do a side-by-side comparison of the two photos
(the original and the class re-enactment) at a later date to get
more repetitions of the TPR vocabulary. Then, (with student
actors’ permission), send the photo to me
(martinaebex@gmail.com) to share on The
Comprehensible Classroom’s facebook page!!
5) Repeat for each suerte!
●8●
La corrida de toros
lesson plans - day six
(1) ¿Por qué dicen algunas personas que la tauromaquia es un arte?
(2) En tu opinión, ¿los matadores son artistas?
3. Explain to students that while many people think that bullfighting is cultural and is an
art, there are also many people that think that it is torture and should be illegal. In fact,
Sofia, the former Queen of Spain, never went to a bullfight because she thinks that they
are horrible. Many opponents and animal rights groups organize protests outside of
bullfights.
4. Show students a slideshow of images from bullfighting protests. As you do, discuss
what students see in the image, what message the protestors are trying to convey, and
whether or not your students would ever participate in a protest like that.
• Unfortunately, this slideshow is not ready-to-go for you to use in class because 99
percent of the images are copyrighted and cannot be included in a commercial
product like this lesson plan. What I did, however, was gather images that will work:
you just have to put them together. You have two options, and IF YOU HAVE ANY
TROUBLE, please email me at martinaebex@gmail.com. I know that this is a huge
inconvenience for you, and unfortunately there’s no way to include the powerful
images in this product. I will help you figure it out, though!! Slides 28-36
a) Check out my “Corrida de toros” Pinterest board and look for any pin with a
description that begins “PROTEST SLIDESHOW”. Use the images to create your
own slideshow.
b) On slides 29-36, I replaced any image that I was not able to include with the link
and a description of what the image looks like. Click on the link, then add the
image to that slide (and delete the text box).
5. To lighten the mood a bit, teach the song Torero by Chayanne to
students.
a. First, show students the music video, available on YouTube
https://www.youtube.com/watch?v=GuZzuQvv7uc
b. Give students the lyrics sheet, and have them match each
stanza with its comprehensible paraphrase while they listen
to the song on repeat. Page 25
c. Review the correct answers and discuss and personalize the
song lyrics! (Singalong on Slide 37)
●9●
La corrida de toros
lesson plans - day seven
(1) ¿Quieres ver una corrida de toros o quieres protestar las corridas de toros? ¿Por
qué?
(2) ¿La corrida de toros es cultura o es tortura? Explica tu respuesta.
3. Hand back the “Mi perspectiva inicial” writing prompt that students completed at the
end of Day 1. Have students compare their initial perspectives to the ones that they
just wrote for the Campanada, and discuss!
4. Revisit the KWL chart from the beginning of the unit. Recall what you wrote in the first
two columns, and fill in the second column with what students (L) LEARNED during this
study of bullfighting. In particular, focus on what the “Perspective” is that they can take
away now that they have learned about the “Practice” of bullfighting. Help them to see
that it is a controversial practice in Spain, and relate it to the controversial practices that
exist in your country!
5. Optional: Administer assessments
• Listening Assessment: Teacher reads a series of statements, and students must state
whether each statement would have been made by a FAN or a CRITIC of bullfighting.
Page 27
• Writing Assessment: View the different writing assessment forms to choose which
one will work best for your class. The first option (describing a bullfight and opinion
on the subject) is the easiest and works well for Level 1 classes. Page 28 The second
option is to imagine that the student is going to a bullfight and must explain if s/he
will be viewing or protesting. Three different forms are provided for the second
option; each with a different rubric so that you can choose the rubic that is most
appropriate for your class’s target proficiency level. Pages 29-31
● 10 ●
Nombre y apellido ________________________________________ Fecha ______________________
ANATOMÍA DE UN TORO
los cuernos
la espalda
las orejas
el rabo
el corazón
las patas
Preguntas de comprensión--responde con frases completas en español:
1. ¿Cuántas patas tiene un toro?
2. ¿Un toro tiene más corazones que un ser humano?
3. ¿Un toro tiene más orejas que rabos o tiene más rabos que orejas?
4. ¿Cuántos cuernos tiene un toro?
5. ¿Qué tiene un toro al final de la espalda?
6. ¿Qué tienes tú que tiene un toro también?
7. ¿Qué otras partes tiene un toro?
Copyright © 2014 Martina Bex ● www.martinabex.com ● The Comprehensible Classroom ● 11
ANATOMÍA DE UN TORO
los cuernos
la espalda
las orejas
el rabo
el corazón
las patas
Preguntas de comprensión--responde con frases completas en español:
1. ¿Cuántas patas tiene un toro?
Un toro tiene cuatro patas
2. ¿Un toro tiene más corazones que un ser humano?
No, un toro no tiene más corazones que un ser humano
3. ¿Un toro tiene más orejas que rabos o tiene más rabos que orejas?
Un toro tiene más orejas que rabos
4. ¿Cuántos cuernos tiene un toro?
Un toro tiene dos cuernos
5. ¿Qué tiene un toro al final de la espalda?
Un toro tiene un rabo al final de la espalda
6. ¿Qué
tienes
tú quedos
tiene
un toro también?
Tengo
un corazón,
orejas...
7. ¿Qué
tiene un toro?
Tieneotras
ojos,partes
una boca...
LOS TOREROS
Un torero1 es una persona que participa en una corrida de toros2. Durante una corrida de
toros, un torero combate un toro. El objetivo es matar3 el toro.
Los toreros tienen fama. Ellos van a muchas ciudades4 diferentes para participar en las corridas
de toros. Cuando van a las ciudades, ¡son celebridades! Muchas personas van a las corridas de
toros para ver a su torero favorito. Muchas personas que van a las corridas de toros tienen fotos
de sus toreros favoritos y quieren sus autógrafos. Todas las chicas quieren ser la novia de su
torero favorito.
También5, los toreros famosos tienen fortuna. Los
toreros más talentos y más famosos tienen la
oportunidad de recibir el equivalente de $75.000 o
más por matar un toro. Tienen casas grandes y
tienen carros rápidos. ¡También tienen novias
atractivas!
Los toreros también tienen mucha controversia.
Muchas personas tienen opiniones sobre6 las
corridas de toros. Muchas personas van a las
CC 2008 MarcusObal WikimediaCommons.org
corridas de toros. Ellos van a las corridas porque,
en su opinión, es un arte. También, dicen que es una tradición cultural. Dicen que los toreros
tienen un talento extraordinario y son artistas. Pero también hay muchas personas que dicen
que las corridas de toros son horribles. Ellos nunca van a las corridas de toros. Están enojados
con los toreros. Están enojados con las personas que van a las corridas. Tienen compasión por
los toros y dicen que los toreros son crueles.
1toreros - bullfighters
4también - also
2corrida de toros - bull fight
5ciudades - cities
3matar - to kill
6sobre - about
1. What are three things that toreros have, according to the reading?
2. What are two reasons that people that go to bullfights give to explain why they go?
3. Bullfighting’s critics are angry! With which two groups of people are they angry?
Translate these two sentences into English:
4. “Tienen casas grandes y tienen carros rápidos. ¡También tienen novias atractivas!”
5. “Muchas personas van a las corridas de toros para ver a su torero favorito.”
ANSWER KEY
Nombre y apellido ________________________________________
Fecha ______________________
LOS TOREROS
Un torero1 es una persona que participa en una corrida de toros2. Durante una corrida de
toros, un torero combate un toro. El objetivo es matar3 el toro.
Los toreros tienen fama. Ellos van a muchas ciudades4 diferentes para participar en las corridas
de toros. Cuando van a las ciudades, ¡son celebridades! Muchas personas van a las corridas de
toros para ver a su torero favorito. Muchas personas que van a las corridas de toros tienen fotos
de sus toreros favoritos y quieren sus autógrafos. Todas las chicas quieren ser la novia de su
torero favorito.
También5, los toreros famosos tienen fortuna. Los
toreros más talentos y más famosos tienen la
oportunidad de recibir el equivalente de $75.000 o
más por matar un toro. Tienen casas grandes y
tienen carros rápidos. ¡También tienen novias
atractivas!
Los toreros también tienen mucha controversia.
Muchas personas tienen opiniones sobre6 las
corridas de toros. Muchas personas van a las
CC 2008 MarcusObal WikimediaCommons.org
corridas de toros. Ellos van a las corridas porque,
en su opinión, es un arte. También, dicen que es una tradición cultural. Dicen que los toreros
tienen un talento extraordinario y son artistas. Pero también hay muchas personas que dicen
que las corridas de toros son horribles. Ellos nunca van a las corridas de toros. Están enojados
con los toreros. Están enojados con las personas que van a las corridas. Tienen compasión por
los toros y dicen que los toreros son crueles.
1toreros - bullfighters
4también - also
2corrida de toros - bull fight
5ciudades - cities
3matar - to kill
6sobre - about
1. What are three things that toreros have, according to the reading?
fame, fortune, controversy, big houses, fast cars, pretty girlfriends, talent
2. What are two reasons that people that go to bullfights give to explain why they go?
bullfighting is an art and a cultural tradition, bullfighters are talented artists
3. Bullfighting’s critics are angry! With which two groups of people are they angry?
with the bullfighters and with the people that go to the bullfights
Translate these two sentences into English:
4. “Tienen casas grandes y tienen carros rápidos. ¡También tienen novias atractivas!”
They have big houses and they have fast carts. They also have attractive
girlfriends!
5. “Muchas personas van a las corridas de toros para ver a su torero favorito.”
Many people go to the bullfights to see their favorite bullfighter
Nombres y apellidos ___________________________________________________________________
While you watch the bullfight, work with your team to write as many sentences as you
can that describe what you see. Use the words on this page to help, but also use any
other Spanish words that you know! In particular, try to use the bullfighting vocabulary
that your teacher explains to you while you watch the video.
el toro
una persona
un muchacho
Pantalones
puerta
capa
nunca
rapidamente
enojado
furioso
calmo
tranquilo
curioso
Exhausto
rojo
rosado
dice
es
se llama
llama
ve
camina
corre
Abre
cierra
son
quiere
toma
habla
tiene
estA
va
mueve
ataca
aplaude
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LA CORRIDA DE TOROS: AN OVERVIEW
by Martina Bex
Descriptions match this video https://www.youtube.com/watch?v=9QXptjTatvQ
In a traditional corrida de toros, three different matadores fight two bulls each, for a total of
six rounds. The bulls that they fight must beat least four years old and will usually weigh
between 1,000 to 1,300 pounds.
There are six main participants in a bullfight. Together, they compose la cuadrilla. All six of
these participants are considered toreros. La cuadrilla is composed of two picadores, three
banderilleros, and one matador.
TERMS:
el tercio: Each of the six bullfights is divided into thirds, each of which has a specific purpose.
el traje de luces: This is worn by the matador and received its name because of the gold
embroidery that covers it.
el capote: A cape that is pink on one side and yellow on the other. This is used in the first two
tercios.
la muleta: the smaller red cape used by the matador in the third tercio.
EVENTS:
1. El paseillo: A parade of the participants around the arena (Not shown)
2. El tercio de varas
1. First, the matador uses the capote to “size up” the bull. He performs a series of paseos,
or passes, which is called “la tanda,” to impress the crowd. (1:18-2:30)
2. Next, the picadores, which are mounted on horseback, stab at the bull with a long
spear-like lance called a vara. They stab at a mound of muscle just behind the bull’s
neck to weaken its neck muscles, which will make the bull hold its head lower. This
means that its charges are weaker and will allow the matador to make more impressive
paseos. The bull loses a lot of blood from the varas, so this round is the most difficult to
watch. (2:40-6:00)
3. El tercio de banderillas: Three different banderilleros run up to the bull and stab a set of
banderillas, or sticks with pointed barbs on the ends, into the bull’s back to make it more
angry and aggressive. After they stab it, they run away. (6:00-8:00)
4. El tercio de muerte, or “La faena”: The matador
fights in the “suerte suprema”, playing with the bull
while tiring him out by using traditional movements
that combine waves of the muleta with dance-like
moves. If the crowd enjoys a movement, they shout
“¡Olé!” and clap (ex: 3:50). Eventually, the matador
will fetch a special sword and stab the bull in the
heart, killing the bull instantly. This move is called the
estocada. The meat is usually distributed to the
restaurants in the town. (8:30-end; estocada begins
CC 2005 Manuel González Olaechea y Franco WikimediaCommons.org
at 17:00)
THE PRIZES:
1. Una oreja, Dos orejas, or Dos orejas y el rabo: A brave and artistic bullfighter
may be awarded one of the bull’s ears, both its ears, or both of its ears and its tail.
The bullfighter parades its prizes around the ring (received 2 orejas at 18:39). The
prizes are decided by the Presidente, or the official (first shown at 4:50), of the
fight, but the Presidente must take into account the public’s opinion. If you like
the fight, you should wave a white pañuelo to let the Presidente know that you
think the bullfighter should be rewarded. For a very impressive fight, the
bullfighter will be carried out of the ring on someone’s shoulders. It is an honor for
the bullfighter to be able to leave through the main door, or la puerta grande,
showing that he is not injured.
2. The bull can also receive prizes. If a bull fought very well, it is awarded a vuelta,
which means that, after it has died, it is dragged around the ring once while the
public aplauds. If the bull fights very, very bravely, it may be awarded an indulto
before the tercio de muerte, which means that it leaves the ring alive and returns
to the ranch that it came from, never to fight again.
CC 2005 Manuel González Olaechea WikimediaCommons.org
BACK
AT’CHA
adapted from Cynthia Hitz
OVERVIEW:
This activity from Cynthia Hitz is a way to review a story or discuss a topic. It requires
output from the students, but the output is not forced and is very low-pressure. The
teacher still guides the activity and reflects the student-generated output back to the
class, allowing many opportunities for Comprehensible Input.
INSTRUCTIONS:
1. Have the whole class stand up. 2. Split the class in two (side “a” and side “b”)
3. One student at a time says a sentence in Spanish about the story or topic. 4. After a student on side A answered, the teacher repeats the sentence and possibly
circles it to get more repetitions.
5. A volunteer from side B says a new sentence, and the teacher repeats it and
possibly circles it.
6. Game play continues back and forth between sides until the story has been fully
retold or the topic sufficiently covered.
7. Possible extension: Have someone record what has been said in a projectable word
document, then sequence the events when the game is over
SCOREKEEPING (OPTIONAL)
• Five (5) points for each NEW (previously unsaid) sentence from the story that is said
by a team member that has NOT already contributed
• Three (3) points for each NEW (previously unsaid) sentence from the story that is
said by a team member that HAS ALREADY contributed.
• One (1) point for each sentence from the story that has already been said, as long as
it is said by someone that has NOT already contributed. Even though it’s a repeat,
the goal is to get kids talking in a low-pressure situation and to get in repetitions of
the structures.
• Zero (0) points for each sentence from the story that has already been said, if it said
by someone that HAS ALREADY contributed. This will prevent kids from just
repeating one or two statements forever.
http://martinabex.com/2013/01/27/back-atcha/
TORO Y TORERO
Los Victorios
Virgen de la macarena
en tu infinita bondad
un caprichito montuno
te vengo a solicitar
esta tarde de domingo
te venimos a solicitar
Virgin of the Macarena
in your _______________ kindness
a wild craving
I come to _______________ from you.
This _______________ afternoon
a wild craving
we come to _______________ from you:
que coja el toro al torero
es eso lo que más quiero
que vea la gente demente
cómo le pinchan el cuero
That the bull gets the bullfighter;
this is what _______________ most.
That the _______________ people see
how they pierce his skin.
que sufra lo que se siente
la ley del ojo por ojo
diente por diente
that he _______________ what it feels.
The law of an eye for an _______________
and a _______________ for a tooth.
¡Olé! ¡Olé! (¡Olé! ¡Olé!)
¡Oleeeeeeeé!
¡Oleeeeeeeé!
que vea su gente demente
cómo le rajan el cuero
this is what _______________ most.
That the _______________ people see
how they slice his skin.
que sufra lo que siente
diente por diente
that he _______________ what it feels.
The law of an eye for an _______________
and a _______________ for a tooth.
1. ¿El cantante
quiere ver el toro
atacar al torero o
quiere ver al torero
atacar al toro?
2. En la opinión del
cantante, ¿las
corridas de toros
son justas o son
injustas?
3. ¿El cantante tiene
una opinión buena
o tiene una
opinión mala de
los toreros?
4. ¿El cantante va a
las corridas de
toros o no va a las
corridas de toros?
cantante, ¿las
personas que van
a las corridas son
buenas o las
personas que van
a las corridas son
malas?
TORO Y TORERO
Los Victorios
Virgen de la macarena
en tu infinita bondad
te vengo a solicitar
esta tarde de domingo
te venimos a solicitar
Virgin of the Macarena
in your infinite kindness
a wild craving
I come to solicit from you.
This Sunday afternoon
a wild craving
we come to solicit from you:
que vea la gente demente
cómo le pinchan el cuero
this is what I want most.
That the demented people see
how they pierce his skin.
que sufra lo que se siente
diente por diente
that he suffers what it feels.
The law of an eye for an eye
and a tooth for a tooth.
¡Oleeeeeeeé!
¡Oleeeeeeeé!
que vea su gente demente
cómo le rajan el cuero
this is what I want most.
That the demented people see
how they slice his skin.
que sufra lo que siente
diente por diente
that he suffers what it feels.
The law of an eye for an eye
and a tooth for a tooth.
1. ¿El cantante
quiere ver el toro
atacar al torero o
quiere ver al torero
atacar al toro?
cantante, ¿las
corridas de toros
son justas o son
injustas?
3. ¿El cantante tiene
una opinión buena
o tiene una
opinión mala de
los toreros?
4. ¿El cantante va a
las corridas de
toros o no va a las
corridas de toros?
cantante, ¿las
personas que van
a las corridas son
buenas o las
personas que van
a las corridas son
malas?
LOS TOREROS
¿Qué quieres ser en el futuro? En los Estados Unidos, muchos chicos quieren ser atletas
profesionales en la NFL. En España, muchos chicos quieren ser otro tipo1 de atleta profesional:
ellos quieren ser toreros. Quieren ser toreros porque, en España, los toreros tienen mucha fama
y mucha fortuna…pero también tienen mucha controversia.
Un torero es una persona que participa en las corridas de toros. Hay tres tipos de toreros que
participan en las corridas de toros. El tipo de torero más importante se llama el matador2. El
objetivo del matador es matar al toro. Los otros toreros tienen la responsabilidad de preparar al
toro para el matador. Por eso, ¡una corrida de toros un evento muy controversial!
Muchos chicos quieren ser toreros porque, en su opinión, los toreros tienen vidas3 perfectas.
Los toreros--y los matadores en particular--tienen mucha fama. Ellos van a muchas ciudades
diferentes para participar en las corridas de toros. Típicamente, las corridas de toros ocurren
durante festivales muy grandes. Los toreros van a ciudades como Madrid, Barcelona y Valencia.
Cuando van a las ciudades, ¡son celebridades! Los habitantes de la ciudad y los turistas quieren
ver a sus toreros favoritos. Muchas personas que van a las corridas de toros toman fotos de sus
toreros favoritos y quieren hablar con ellos. ¡Quieren sus autógrafos! Todas las chicas quieren
tomar una foto con su torero favorito porque quieren ser su novia.
Los toreros tienen fama y tienen fortuna también. Los matadores más talentosos y más famosos
tienen la oportunidad de recibir el equivalente de $75.000 o más por matar a un toro. Los
matadores que tienen mucho talento y elegancia reciben más dinero--matadores como “El
Juli”, Enrique Ponce y El Cid. Cuando van a eventos grandes, reciben mucho dinero. Cuando
van a eventos pequeños, reciben poco dinero. Cuando son muy famosos, van a muchas corridas
de toros prestigiosas y tienen la oportunidad de recibir millones de dólares. Tienen casas
grandes y tienen carros rápidos. ¡También tienen novias atractivas!
Es cierto4 que los toreros tienen fama y fortuna, pero también
tienen mucha controversia. ¡Ser torero es muy controversial! Muchas
personas tienen opiniones fuertes5 sobre las corridas de toros.
Muchas personas van a las corridas de toros. Para6 ellos, no hay
problema con las corridas de toros. Para ellos, los toreros no son
malos. Ellos van a las corridas porque, en su opinión, es un arte y es
una tradición cultural e importante. Dicen que los toreros tienen un
talento extraordinario y que son artistas. Pero también hay muchas
personas que dicen que las corridas de toros son horribles. Ellos
nunca van a las corridas de toros. Están enojados con los toreros.
Están enojados con los observadores. ¡Están enojados con las
autoridades porque permiten las corridas de toros! Tienen
compasión por los toros. Dicen que los toros son inocentes. Dicen
CC 2006 Beatrice Murch Flickr.com
que los toreros son crueles. Los toreros dicen que tienen respeto
por los toros, pero sus oponentes dicen que no es respetuoso matar a un toro.
1tipo
- type (kind)
2matador - killer
3vidas
- lives
4cierto - true
5fuertes
6para
- strong
- for
LOS TOREROS: ¿Cierto, falso o PROBABLE?
Read each of the following statements and determine whether it is true (Cierto - C),
false (Falso - F), or probable (Probable - P) based on the reading. Then, summarize the
sentence(s) from the reading that support(s) your answer below each statement
A los toreros no les gusta la fama.
Los matadores no quieren matar a los toros.
El Cid no quiere participar en corridas de toros pequeñas.
Los oponentes de las corridas de toros las protestan.
En España, las corridas de toros son legales.
Un matador es un torero que tiene mucha experiencia.
Para las autoridades, la cultura es más importante que la crueldad a los animales.
Valencia es una ciudad grande en España.
Múltiples toreros participan en una corrida de toros.
Los turistas nunca van a las corridas de toros.
Para muchas personas, los toreros son artistas.
LOS TOREROS: ¿Cierto, falso o probable?
Read each of the following statements and determine whether it is true (Cierto - C),
false (Falso - F), or probable (Probable - P) based on the reading. Then, summarize the
sentence(s) from the reading that support(s) your answer below each statement
C
Los matadores que tienen mucho talento...matadores como ... Enrique Ponce...
P A los toreros no les gusta la fama.
Quieren ser toreros porque, en España, los toreros tienen mucha fama...
F Los matadores no quieren matar a los toros.
Quieren ser toreros porque, en España, los toreros tienen mucha fama...
P El Cid no quiere participar en corridas de toros pequeñas.
P
C En España, las corridas de toros son legales.
P Un matador es un torero que tiene mucha experiencia.
P
P Valencia es una ciudad grande en España.
C Múltiples toreros participan en una corrida de toros.
F Los turistas nunca van a las corridas de toros.
C
Cuando van a eventos grandes, reciben mucho dinero. Cuando van a eventos
pequeños, reciben poco dinero.
Los oponentes de las corridas de toros las protestan.
Están enojados con los toreros. Están enojados con los observadores.
En España, muchos chicos quieren ser otro tipo de atleta profesional: ellos quieren ser toreros.
El tipo de torero más importante se llama el matador.
Para las autoridades, la cultura es más importante que la crueldad a los animales.
Están enojados con las autoridades porque permiten las corridas de toros.
las corridas de toros ocurren durante festivales muy grandes. Los toreros van a
ciudades como Madrid, Barcelona y Valencia.
Hay tres tipos de toreros que participan en las corridas de toros.
los turistas quieren ver a sus toreros favoritos.
Para muchas personas, los toreros son artistas.
Dicen que los toreros tienen un talento extraordinario y que son artistas.
TORERO
Chayanne
De lunes a domingo voy desesperado,
el corazón prendido en el calendario
El cantante dice que necesita a la mujer.
buscándote y buscando como un mercenario,
Dice que todo es muy caótico cuando él
tú dime dónde estás, que yo no te he encontrado.
no está con ella y cuando ella no habla
Tus manecillas giran, yo voy al contrario,
con él.
comiéndome la vida a sorbos y a tragos
me viste así, de frente, ¡qué tremendo impacto!
Para unirme a tu mirada dime si hay que ser
ESTRIBILLO:
Si hay que ser torero
poner el alma en el ruedo
no importa lo que se venga
pa’ que sepas que te quiero
como un buen torero
Me juego la vida por ti (x2)
Y te cuentan que ya me vieron
en solitario en un callejón,
que ya no duermo y desvarío,
que el humor ya me cambió
y tú, ¿por dónde estás
que mi presión ya no me va?
Te buscaré, vuelve conmigo
y que tú no sabes
que yo te necesito como el perro al amo,
que si tú no respondes, aquí todo es caos,
Para unirme a tu mirada dime
ESTRIBILLO
En noviembre hasta enero
sí que te necesito,
de junio a febrero
quiero que estés conmigo
y en marzo el amor,
en diciembre tú y yo,
no importa, mi amada,
si hay, si hay que ser
El cantante dice que quiere estar con la
mujer en cada momento del año.
El cantante dice que él está
desesperado cuando no está con su
novia. Dice que está triste y deprimido.
Él quiere ver a ella otra vez.
El cantante está frustrado y
desesperado porque quiere una novia
pero no tiene una.
El cantante ve a una mujer y ella tiene
un impacto tremendo en él. ¡Él quiere
ser su novio!
El cantante le dice a la mujer que él
quiere ser su novia y que va a luchar (to
fight) por ella.
ESTRIBILLO
TORERO
Chayanne
De lunes a domingo voy desesperado,
el corazón prendido en el calendario
El cantante dice que necesita a la mujer.
buscándote y buscando como un mercenario,
Dice que todo es muy caótico cuando él
tú dime dónde estás, que yo no te he encontrado.
no está con ella y cuando ella no habla
Tus manecillas giran, yo voy al contrario,
con él.
comiéndome la vida a sorbos y a tragos
Para unirme a tu mirada dime si hay que ser
A
B
ESTRIBILLO:
Si hay que ser torero
poner el alma en el ruedo
no importa lo que se venga
pa’ que sepas que te quiero
como un buen torero
Me juego la vida por ti (x2)
C
Y te cuentan que ya me vieron
en solitario en un callejón,
que ya no duermo y desvarío,
que el humor ya me cambió
y tú, ¿por dónde estás
que mi presión ya no me va?
Te buscaré, vuelve conmigo
E
En noviembre hasta enero
sí que te necesito,
de junio a febrero
quiero que estés conmigo
y en marzo el amor,
en diciembre tú y yo,
no importa, mi amada,
si hay, si hay que ser
El cantante dice que quiere estar con la
mujer en cada momento del año.
F
D
El cantante dice que él está
desesperado cuando no está con su
novia. Dice que está triste y deprimido.
Él quiere ver a ella otra vez.
D
y que tú no sabes
que yo te necesito como el perro al amo,
que si tú no respondes, aquí todo es caos,
Para unirme a tu mirada dime
ESTRIBILLO
E
El cantante está frustrado y
desesperado porque quiere una novia
pero no tiene una.
A
El cantante ve a una mujer y ella tiene
un impacto tremendo en él. ¡Él quiere
ser su novio!
B
F
ESTRIBILLO
El cantante le dice a la mujer que él
quiere ser su novia y que va a luchar (to
fight) por ella.
C
LISTENING ASSSESSMENT
Before the assessment begins:
Have students write their names on a piece of paper and number it from 1- 10.
During the assessment:
Teacher reads each of these statements three times at a normal pace, pausing for
five seconds between each repetition.
1. No quiero ser torero porque no soy monstruo.
2. ¡Quiero ir a España para ver a un matador famoso!
3. Es absurdo decir que la tauromaquia es un arte. ¡Es tortura!
4. Cuando voy a una corrida de toros y veo una protesta, ¡estoy muy
enojado!
5. Los toros son animales preciosos que no quieren atacar a nadie.
6. Me gustan los animales y por eso nunca voy a las corridas de toros.
7. Las corridas de toros son una parte importante de mi cultura.
8. Los toreros tienen mucha fama, pero en mi opinión ¡son criminales!
9. Mi hermano dice que la tauromaquia es tortura, pero tengo una
opinión diferente.
10. Si eliminaramos las corridas de toros, eliminaríamos nuestra
cultura.
Students record whether each statement was most likely
said by a FAN of bullfighting or a CRITIC (have them write
the word “FAN” or “CRITIC” in English beside each
question number.
At the end of the assessment, use your discretion when
determining whether or not to repeat any of the statements
again for students.
Nombre y apellido ________________________________________ Fecha ____________________________
What happens during a bullfight? What is your opinion about
them? Do you want to see one? What do you think about the
people that go to them?
Write at least 50 words in Spanish, and use the terms ‘has’,
‘goes’, and ‘angry’ at least once. The terms “Pienso que - I
think that” and “son - they are” will also be helpful.
ACTFL Level of Proficiency
Novice High:
✴ You use familiar words and phrases on familiar
tasks, topics, and activities. You elaborate a
little.
✴ You use phrases and simple sentences to
ADV
provide basic information and are beginning to
combine words and phrases to create original
sentences.
✴ You make errors that sometimes interfere with
communication, even in familiar tenses.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Novice Mid:
✴ You use a limited number of words and phrases
___________________________________________________________________________
for common objects and actions, but they are
repetitive.
✴ You use words, phrases, and occasional
sentences to provide basic information.
✴ You make errors that often interfere with
___________________________________________________________________________
PROF
___________________________________________________________________________
___________________________________________________________________________
DEV
Novice Low:
✴ You use a small number of repetitive words and
______________________________________________________________
_
EM
phrases for common objects and actions.
You use some simple words to provide basic
information.
✴ Your errors in grammar, word order, and word
choice prevent communication, even in familiar
tenses
✴
____________________________________________________________
_ ____________________________________________________
BEG
______________________________________________
______________________________________________
N/S
You have not provided sufficient evidence to
determine your proficiency level.
Nombre y apellido ________________________________________ Fecha ____________________________
What happens during a bullfight? What is your opinion about
them? Do you want to see one? What do you think about the
people that go to them?
Write at least 50 words in Spanish, and use the terms ‘has’,
‘goes’, and ‘angry’ at least once. The terms “Pienso que - I
think that” and “son - they are” will also be helpful.
ACTFL Level of Proficiency
Novice High:
✴ You use familiar words and phrases on familiar
tasks, topics, and activities. You elaborate a
little.
✴ You use phrases and simple sentences to
ADV
provide basic information and are beginning to
combine words and phrases to create original
sentences.
✴ You make errors that sometimes interfere with
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Novice Mid:
✴ You use a limited number of words and phrases
___________________________________________________________________________
for common objects and actions, but they are
repetitive.
___________________________________________________________________________
PROF
You use words, phrases, and occasional
sentences to provide basic information.
✴ You make errors that often interfere with
✴
___________________________________________________________________________
___________________________________________________________________________
DEV
Novice Low:
✴ You use a small number of repetitive words and
______________________________________________________________
_
EM
phrases for common objects and actions.
✴ You use some simple words to provide basic
____________________________________________________________
information.
✴ Your errors in grammar, word order, and word
_ ____________________________________________________
BEG
choice prevent communication, even in familiar
tenses
______________________________________________
______________________________________________
N/S
You have not provided sufficient evidence to
determine your proficiency level.
Imagine that you are going to a bullfight in Spain:
Explain what you are going to see and do there and
why. Will you be observing the bullfight or protesting
it? What are your thoughts and feelings about the
experience?
__________ __________ __________ __________ __________ __________ __________ _________ 8
__________ __________ __________ __________ __________ __________ __________ _________ 16
__________ __________ __________ __________ __________ __________ __________ _________ 24
__________ __________ __________ __________ __________ __________ __________ _________ 32
__________ __________ __________ __________ __________ __________ __________ _________ 40
__________ __________ __________ __________ __________ __________ __________ _________ 48
__________ __________ __________ __________ __________ __________ __________ _________ 56
__________ __________ __________ __________ __________ __________ __________ _________ 64
__________ __________ __________ __________ __________ __________ __________ _________ 72
__________ __________ __________ __________ __________ __________ __________ _________ 80
__________ __________ __________ __________ __________ __________ __________ _________ 88
__________ __________ __________ __________ __________ __________ __________ _________ 96
__________ __________ __________ __________ __________ __________ __________ _________ 104
__________ __________ __________ __________ __________ __________ __________ _________ 112
__________ __________ __________ __________ __________ __________ __________ _________ 120
__________ __________ __________ __________ __________ __________ __________ _________ 128
__________ __________ __________ __________ __________ __________ __________ _________ 136
__________ __________ __________ __________ __________ __________ __________ _________ 144
Novice High
Novice Mid
Novice Low
You use a limited number of words
You use familiar words and phrases and phrases, but they are repetitive. You use a small number of repetitive
and elaborate a little. You use
words and phrases. You use some
You use words, phrases, and
phrases and short, simple sentences
simple words to provide basic
occasional
sentences
to
provide
to provide basic information. Your
information. Your speech is
basic information. Your speech is
speech is mostly comprehensible.
understood
only with great effort.
frequently incomprehensible.
N/S
You have not provided sufficient
evidence to determine your
proficiency level.
experience?
__________ __________ __________ __________ __________ __________ __________ _________ 8
__________ __________ __________ __________ __________ __________ __________ _________ 16
__________ __________ __________ __________ __________ __________ __________ _________ 24
__________ __________ __________ __________ __________ __________ __________ _________ 32
__________ __________ __________ __________ __________ __________ __________ _________ 40
__________ __________ __________ __________ __________ __________ __________ _________ 48
__________ __________ __________ __________ __________ __________ __________ _________ 56
__________ __________ __________ __________ __________ __________ __________ _________ 64
__________ __________ __________ __________ __________ __________ __________ _________ 72
__________ __________ __________ __________ __________ __________ __________ _________ 80
__________ __________ __________ __________ __________ __________ __________ _________ 88
__________ __________ __________ __________ __________ __________ __________ _________ 96
__________ __________ __________ __________ __________ __________ __________ _________ 104
__________ __________ __________ __________ __________ __________ __________ _________ 112
__________ __________ __________ __________ __________ __________ __________ _________ 120
__________ __________ __________ __________ __________ __________ __________ _________ 128
__________ __________ __________ __________ __________ __________ __________ _________ 136
__________ __________ __________ __________ __________ __________ __________ _________ 144
Interm. Low
You use a variety of words
and phrases and give
details. You can combine
words and phrases to create
original sentences.
Everything that you say is
comprehensible.
Novice High
Novice Mid
Novice Low
N/S
You use familiar words and
phrases and elaborate a
little. You use phrases and
short, simple sentences to
provide basic information.
Your speech is mostly
comprehensible.
You use a limited number of
words and phrases, but they
are repetitive. You use
words, phrases, and
occasional sentences to
Your speech is frequently
incomprehensible.
You use a small number of
repetitive words and
phrases. You use some
simple words to provide
basic information. Your
speech is understood only
with great effort.
You have not provided
sufficient evidence to
determine your proficiency
level.
experience?
__________ __________ __________ __________ __________ __________ __________ _________ 8
__________ __________ __________ __________ __________ __________ __________ _________ 16
__________ __________ __________ __________ __________ __________ __________ _________ 24
__________ __________ __________ __________ __________ __________ __________ _________ 32
__________ __________ __________ __________ __________ __________ __________ _________ 40
__________ __________ __________ __________ __________ __________ __________ _________ 48
__________ __________ __________ __________ __________ __________ __________ _________ 56
__________ __________ __________ __________ __________ __________ __________ _________ 64
__________ __________ __________ __________ __________ __________ __________ _________ 72
__________ __________ __________ __________ __________ __________ __________ _________ 80
__________ __________ __________ __________ __________ __________ __________ _________ 88
__________ __________ __________ __________ __________ __________ __________ _________ 96
__________ __________ __________ __________ __________ __________ __________ _________ 104
__________ __________ __________ __________ __________ __________ __________ _________ 112
__________ __________ __________ __________ __________ __________ __________ _________ 120
__________ __________ __________ __________ __________ __________ __________ _________ 128
__________ __________ __________ __________ __________ __________ __________ _________ 136
__________ __________ __________ __________ __________ __________ __________ _________ 144
Interm. Mid
Interm. Low
Novice High
Novice Mid
Novice Low
You use a wide variety of
words and phrases to give
detailed elaboration. You
use strings of combined
sentences to describe or
explain. The language that
you produce is mostly
accurate in the present
tense.
You use a variety of words
and phrases and give
details. You can combine
words and phrases to create
original sentences.
Everything that you say is
comprehensible.
You use familiar words and
phrases and elaborate a
little. You use phrases and
short, simple sentences to
Your speech is mostly
comprehensible.
You use a limited number of
words and phrases, but they
are repetitive. You use
words, phrases, and
occasional sentences to
Your speech is frequently
incomprehensible.
You use a small number of
repetitive words and
phrases. You use some
simple words to provide
basic information. Your
speech is understood only
with great effort.

La corrida de toros - Room 2310-B: La clase de español

Transcription

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