OpenLLM-France/wikimedia huggingface dataset:
# Elementary Spanish/Past Family/After school
## Vocabulary
### School Subjects

science - ciencia
math - matematica
English - inglés
Spanish - español
reading - clase de lectura
history - historia
music - musica geography - geografía
gym - gimnasio
recess - recreo
lunch - almuerza

### Items in a Classroom

chalk board - pizarra chalk - tiza
pencil - lápiz
pen - bolígrafo/ pluma
calculator - calculador
scissor - tijera eraser - goma de borrar/ borrador
desk - escritorio
chair - silla classroom - aula
projector - proyector
computer - ordenador books - libros
notebook - cuaderno
crayons - lápices de color
markers - marcadores
learn - aprender
play - jugar
talk - hablar
teach - enseñar

## Example Dialogues

Dialogue 1:
Madre: Qué tal su día? Hijo: Bién. Madre: Y qué hiciste en sus clases? Hijo: Nada, jugemos en el plaza de niños durante recreo. Madre: Bueno, con quién jugaste? Hijo: Con Marta, y Jose. Estuvimos en los columpios durante todo la hora el almuerzo. Madre: Todo el almuerzo? Tuviste tiempo para comer su comida? Hijo: Bueno sí, comí muy rapido y después jugemos. Madre: Y qué tal la clase de matematicas? Debemos hacer su tarea ahora? Hijo: Aye no. Puedo mirar la television antes? Madre: Sí terminamos su tarea de matematicas, puedes mirar un poco television antes de la cena. Hijo: Vale. Y qué vamos a comer? Madre: Qué quieres comer este noche? Hijo: Quiero pizza por cena!
Mom: How was your day? Son: Good. Mom: And what did you do in your classes? Son: Nothing, we played in the playground during recess. Mom: Great, who did you play with? Son: With Marta and Jose. We were on the swings for all of the lunch hour! Mom: All of lunch? Did you have time to eat your food? Son: Yes, I ate very fast and after we played. Mom: And how was math class? Should we do your homework now? Son: Can I watch T.V. first? Mom: If we finish your math homework, you can watch a little T.V. before dinner. Son: Fine. And what are we going to eat? Mom: What do you want to eat tonight? Son: I want to eat pizza for dinner!
Dialogue 2:
Padre: Qué tal escuela hoy? Hija: Fue fantastico! Padre: Que bueno! Puedes recordar algo importante que aprendiste? Hija: Aprendimos matematicas. Padre: Tienes deberes? Hija: Solamente tenemos lectura y matematicas. Padre: Qué hiciste en matematicas hoy? Hija: No sé. Padre: Comiste todo su comida? Hija: No me gustó el sandwich. Comí la manzana. Padre: Vale. Vamos a casa para tener un bocadillo.
Padre: How was school today? Daughter: It was great! Dad: That's great. Can you remember something important you learned? Daughter: We learned math. Dad: Do you have any homework? Daughter: We only have reading and math. Dad: What did you do in math class today? Daughter: I don't know. Dad: Did you eat all your food? Daughter: I didn't like the sandwich. I ate the apple. Dad: Ok. Let's go home and have a snack.

## Resources

School Items Flash Cards
# Elementary Spanish/Past Family/Talking with kids-mealtimes
## Nouns

* dinner: la cena
* breakfast: el desayuno
* lunch: el almuerzo
* plate: el plato
* bowl: el bol (?)
* spoon: la cuchara
* fork: el tenedor
* knife: el cuchillo
* restaurant: el restaurante
* napkin / serviette: la servilleta
* manners: modales (?)
* cup: vaso / taza

## Verbs

* to serve: sevir
* to help: ayudar
* to cook: cocinar
* to go out: salir
# Vocabulary:
## Nouns

* pillow: almohada
* blanket: manta
* toothpaste: pasta de dientes
* pajamas: pijama
* book: libro
* time: hora
* stuffed animal: animal de peluche
* shower: ducha
* dream: soñar
* face: cara
* lights: luces
* pesadilla: nightmare
* despertar: wake up

## Verbs

* read: leer
* sleep: dormir
* brush: cepillar
* shower: duchar
* wash: lavar
* turn ofF: apagar

## Present Simple:

* Mamá: Dónde estan sus pijamas? Es la hora de dormir.
* Jesús: Pero no tengo sueño, no quiero ir a la cama.
* Mamá: Sí vas al baño para lavar la cara y cepillar sus dientes, tal vez podemos leer un libro antes.
* Jesús: Vale.
* Simple Past:
* Papá: Dormiste bien anoche, hijo?
* Jesús: Sí dormí bién, pero Daisy me despertó muy temprano.
* Papá: Daisy, hija! Porqué despertiste a su hermano tan temprano?
* Daisy: No pude dormir porque tuve una pesadilla anoche. Quise que Jesús encendió las luces!
* Papá: Y lo hizó?
* Daisy: Sí, y además me dio un animal de peluche también.
* Papá: Que suerte que tienes un hermano tan simpatico!
Wikiotics Vocab link: http://wikiotics.org/en/Talking_with_kids-bedtime
# Goals

Welcome to the third unit of the Elementary Spanish language guide!
This is the first unit where we will focus on the past tense. In these lessons you will learn how to talk about your family's past and where you grew up.
By the end you will be able to ...

# Lessons

* 1. Talking with each other
* 2. Talking with your children
* 3. Talking with acquaintances
# Elementary Spanish/Past Family/Talking with kids-chores
## Nouns

* laundry: ropa sucia
* room: cuarto
* kitchen: cocina
* bathroom: baño
* living room: sala (?)
* sink: fregadero
* toilet: baño
* windows: ventana
* carpet: alfombra
* garbage / rubbish: basura
* house: casa
* mess: desorden
* basket: cesta
House Items:
* stove: estufa
* refrigerator: refrigerador
* couch / sofa: sofá
* chair: silla/ sillón
* table: mesa

## Verbs

* to clean: limpiar
* to wash: lavar
* to vacuum: usar el vacío/ aspiadora
* to take out: sacar
* to put away: ordenar / recoger
* recoger: pick up

## Simple Present

Papá: Vamos a limpiar la casa hoy! Mark, puedes sacar la basura por favor?
Mark: Bueno, y después puedo mirar la tele?
Papá: Sí, después de terminamos limpiar todo el desorden, podemos mirar la tele.
Mark: Pero, Sara no esta ayudando!
Papá: Y Sara, puedes ir al cuarto, recoger todo la ropa sucia, y ponla en la cesta?
Sara: Bueno, y después, puedo tener un poco helado?
# Elementary Spanish/Politics
## Objective

By the end of this lesson, you should know key vocabulary words for elections.

## Lesson

Let's begin with some vocabulary building excercises.

### Exercise 1: Match the word

Click here to go to the activity
In this activity, you will see a word in English, and must choose the correct Spanish word.

### Exercise 2: Audio lesson

Podcast activity
Listen to the podcast and repeat the phrases as instructed.

### Exercise 3: Example dialogue
#### Synopsis

In the following scene, two young men, Diego and Enrique, discuss some politics.

#### Dialogue

Diego: 2016 ya casi esta aquí.
Enrique: Se siente como ayer que votamos para el presidente y vicepresidente.
Diego: Vivimos en una gran democracia. Por esa razón tenemos que votar cada cuatro años para un nuevo presidente y vicepresidente.
Enrique: ¿Quien serán los candidatos?
Diego: No se eso, pero se que es tiempo para un gobernador nuevo.
Enrique: ¡La elección apenas paso!
Diego: ¡Pero el mismo candidato gano, otra ves!
Enrique: Así es la democracia.

## Vocabulary

* democracy - democracia
* election - elección
* vote - votar
* candidate- candidato
* president- presidente
* vice president - vicepresidente
* governor - gobernador
# Elementary Spanish/Past Family/School Vocab Additions

School Items:
* The backpack: La mochila
* The table: La mesa
* The lights: Las luces
* The toys: Los juguetes
* The clock: El reloj
* The rug: La alfombra
* The poster: El cartel
* The rule: La regla
* The folder: La carpeta
* The pencil box: La caja de lápices
* The glue: El pegamento
* The globe: El globo terrestre
* The map: El mapa
* The dictionary: El diccionario
* The water fountain: El fuente (de agua)
* The snack: La merienda/el antojito
* The paper cutter: El cortador de papel
* The stapler: La grapadora
* The homework: La tarea
* The easel: El caballete
* The hand sanitizer: Desinfectante de manos
* The wipes: Las toallitas
* The tape: La cinta
School Places:
* The auditorium: El auditorio
* The cafeteria: La cafetería
* The library: La biblioteca
* The gym: El gimnasio
* The recess: El recreo
* The playground: Parque de recreo
* The office: La oficina
* The principal: La principal
* The nurse: La enfermera
# Elementary Spanish/Past Family/Talking with each other
## Vocabulary

Word match activity
| Motivated | Motivó |
| Inspired | Inspiró |
| Reasons | Razones |
| Visit | Visitar |
| Live | Vivir |
| Statue of liberty | Estatua de Libertad |
| Brooklyn bride | Puente de Brooklyn |
| Bicycle | Bicicleta |
| Central park | Parque Central |
| Empire state building | El edificio del Empire State |
| Staten island ferry | Transbordador de Staten Island |
| Grand central terminal | Terminal de Grand Central |
| Metropolitan museum of art | Museo Metropolitano de Arte |
| Botanic garden | jardín botánico |
| American Museum of Natural History | Museo Americano de Historia Natural |
| National Museum of the American Indian | Museo Nacional del Indígena Americano |
| Union square | Plaza de Unión ¿?? |
| Rockefeller center | Centro de Rockefeller |
| Columbus circle | Círculo de Columbus |
| Prospect park | Prospect Park Parque de prospect |
| Yankee stadium | Estadio de los Yankees |
| Met stadium | Estadio de los Mets |
| January | enero |
| February | febrero |
| March | marzo |
| April | abril |
| May | mayo |
| June | junio |
| July | julio |
| August | agosto |
| September | septiembre |
| October | octubre |
| November | noviembre |
| December | diciembre |

## Possible questions to ask a stranger

| Why did you move to this area? | ¿Por qué te moviste a esta área? |
| What motivated you to move here? | ¿Qué te motivo mudarte aquí? |
| How long have you been in New York? | ¿Cuánto tiempo tienes en nueva york? |
| How old were you when you moved here? | ¿Cuántos año tenías cuando te mudaste a nueva york? |
| Are you visiting or living here? | ¿Estas visitando o vives aquí? |
| Have you been to_____? | ¿Has ido ha ______? |
| Who raised you? | ¿Quién te crío? |
Practice with these terms in this interactive exercise: Question practice activity

## Dialogues

In the following dialogue, James and Janet talk about their school experience. They went to neighboring schools that were very different.
James: ¡Tú fuiste a la escuela alrededor de la esquina de la mía!
Janet: ¿Yo? Yo ni sabía que había una escuela cerca de mí.
James: Era una escuela pequeña y religiosa.
Janet: Mi escuela era enorme. ¿Cuántos estudiantes tenía tu escuela?
James: Mi escuela tenía una clase de kinder hasta el octavo grado. Había como diez estudiantes por clase. Había menos de cien estudiantes en la escuela entera.
Janet: Wow. Eso sí es pequeño. Nosotros teníamos más de mil estudiantes. ¿Te gustó?
James: ¡Me encantaba!
Janet: ¿Eras un buen estudiante?
James: Aprendí y escuchaba a la maestra.
Janet: ¿Jugaste deportes?
James: Yo participé en cada deporte que podía. Yo estaba en baloncesto, béisbol; yo corrí y también ayudé con el equipo de voleibol de las muchachas.
Janet: Wow. ¡Tú estabas en todo!
James: Era una escuela bien pequeña.
* Audio lesson activity

## Links and Resources

* Word match activity
* Question practice activity
* Audio lesson activity
# Elementary Spanish/Past Family/Talking with your children
## Vocabulary

Word match activity
| Grandma | abuelita abuelo |
| Grandpa | Abuela |
| Step-sister | Hermanastra |
| Step-brother | Hermanastro |
| Aunt | Tía |
| Uncle | Tío |
| Nephew | Sobrino |
| Niece | Sobrina |
| Cousin | Primo /prima |
| Godmother | Madrina |
| Godfather | padrino |

### Possible questions to ask your child

| Where was ___ born? | ¿Dónde nació____? |
| Where did ____ grow up? | ¿Dónde se crío ______? |
| ____ was born in _____. | ____ nació en _____. |
| I was born in ________. | Yo nací en _______. |
| I grew up _________. | Yo me críe en _______. |
| _______ grew up __________. | ____ de crío en ______. |
Practice with these terms in this interactive exercise: Question practice activity
If you child is ready, I encourage them to interview a Spanish speaking relative or Spanish speaking family friend!

## Dialogue

In the following dialogue, Tanicia tells her mom, Lucrecia all she learned in school that day.
Tanicia: ¡Hola mami!
Lucrecia: Hola, cariño. ¿Cómo estuvo tu día hoy?
Tanicia: Bien.
Lucrecia: ¿Qué aprendiste hoy?
Tanicia: Nada.
Lucrecia: ¿Nada? Vamos a mirar en tu cuaderno.
Tanicia: Esta bien.
Lucrecia: Noto que aprendiste sumar dos números en matemática hoy.
Tanicia: Si.
Lucrecia: ¿Cómo sumas dos números? ¿Me pueden mostrar?
Tanicia: Si. Tengo dos dedos y tengo tres dedos y luego los pongo juntos. Ahora tengo cinco dedos.
Lucrecia: Hiciste un trabajo excelente sumando usando tus dedos. ¿Qué aprendiste de mapas hoy?
Tanicia: Aprendí cómo dibujar una brújula estrella.
Lucrecia: ¿Me puedes enseñar como dibujar una brújula estrella?
Tanicia: necesito un lápiz y papel.
Lucrecia: Lo que tu necesites, cariño.
Audio lesson activity

## Links and Resources

* Word match activity
* Question practice activity
* Audio lesson activity
# ETD Guide/Introduction/Overview of rest of the Guide

Subsequent sections further explain ETD activities.
Section 2 discusses issues for university decision makers and implementers of projects on campuses.
Section 3 presents the topic for students.
Section 4 deals with further technical details.
Section 5 takes a broader view, raising the level to issues related to launching campus initiatives and training those who may train students.
Finally, Section 6 provides a glimpse of future directions.
Next Section: Universities
# ETD Guide/Introduction/What are ETDs

Joining and participating in the Networked Digital Library of Theses and Dissertations, NDLTD is one of the best ways to understand the concepts regarding digital libraries. It directly involves students pursuing graduate education by having them develop their theses or dissertations (TDs) as electronic documents, that is, as electronic theses or dissertations (ETDs).
There are two main types of ETDs. One type, strongly preferred since students learn (by doing) as they create them, are author- created and submitted works. In other words, these are documents that are prepared by the (student) author (as is typical in almost all cases) using some electronic tools (e.g., Microsoft Word, LaTeX.), and then are submitted in their approved and final electronic form (to their university or agent thereof). Typically, the raw form of the document (e.g., in Word's ".doc" format) is converted into a form that is easy to preserve, archive, and make accessible for future readers (e.g., that follows standards, such as PDF or XML). That form is submitted, typically over a network connection, usually with related metadata (i.e., "data about data", often cataloging information as one might find in a library catalog, including title, year, author, abstract, and descriptors). Once submitted, such ETDs can be "discovered" by those interested, as a result of searching or browsing through the metadata, or by full text searching through the full document (text, and maybe even multimedia components, like images, video, or music).
The second type of ETD is typically an electronic file that is created (usually by university or service company staff) by scanning in the pages of a paper thesis or dissertation. The resulting ETDs are much less desirable than the abovementioned type: they require much more storage space, they do not easily support full text searching, they cannot be flexibly manipulated (e.g., cannot be zoomed in on by those with poor vision), and they don't lead to the student authors learning about electronic publishing (to prepare them for electronic submission of papers, proposals, or other works now commonly required). Nevertheless, such page images can be made accessible at low cost so that those afar can print and read a facsimile of the original paper pages.
In the subsequent discussion, most of the focus is on the first type of ETD mentioned above. However, the second type is commonplace in projects where a retrospective capture of old works is desired, or where a university wishes to share its research, is willing to go to considerable expense in that regard, and is not very concerned with educating or empowering students in electronic publishing methods.
Next Section: ETDs as new genre of documents
# ETD Guide/Students

Students are the most important participants in ETD activities. They are the main target of the education effort. They are the ones who learn by doing, and so promote access to the ETDs they prepare to help communicate their research results. This section of the Guide highlights issues of interest to students who write or refer to ETDs. It provides guidance on how they can proceed in these activities, as well as assistance to help them in understanding the context in which these activities take place. A wide variety of technologies and approaches are discussed. These should be considered in light of local policies and practices. In some cases students will want a simpler effort. In others they may wish to engage in more elaborate preparation of an ETD than is locally common, in order to learn, and/or in order to be more expressive in their scholarly communication. It is hoped that the content in section 3, as well as the more detailed technical information in section 4, is helpful.
Next Section: How to learn about ETDs? (workshops, online resources, helpers)
# ETD Guide/Introduction/Why ETDs?

The quality of a university is reflected by the quality of its students’ intellectual products. Theses and dissertations reflect an institution’s ability to lead students and support original work. In time, as digital libraries of ETDs become more commonplace, students and faculty will make judgments regarding the quality of a university by reviewing its digital library. Universities that incorporate new literacy tools, such as streaming multimedia, will attract students who hope to produce innovative work.
Starting an ETD program is like starting any other project: a need for the results must exist so all those involved will be motivated and committed through all the steps to the end—the moment when ETDs have become a regular and consolidated activity in the graduate programs of the University.
ETDs are based on the joint work of graduate students, mentors, graduate deans, administrative staff, library staff and the IT team. The success of the implementation of the ETD program requires the commitment of all these players plus that of the university’s higher administrative officers.
Additional Resources:
American Universities Should Require Electronic Theses and Dissertations by Moxley, Joseph M.
(Educause Quarterly, No. 3 2001, pp. 61–63)
Next Section: Minimize duplication of effort
# ETD Guide/Introduction/Purpose, goals, objectives of ETD activities

The underlying purpose of ETD activities is to prepare the next generation of scholars to function effectively as knowledge workers in the Information Age. By institutionalizing this in a worldwide program, progress can be made toward tripartite goals of enhancing graduate education, promoting sharing of research, and supporting university collaboration. Particular objectives include:
* students knowing how to contribute to and use digital libraries;
* universities developing digital library services and infrastructure;
* enhanced sharing of university research results; and
* ETDs having higher quality and becoming more expressive of student findings.
Next Section: Helping students be better prepared as knowledge workers
# ETD Guide/Introduction/Searching

Since in most cases it is in the interest of students and universities to maximize the visibility of their research results, the general approach of NDLTD is to encourage all parties interested to facilitate access to ETDs.
As part of the education component of NDLTD, it is hoped that graduate students will become facile with searching through electronic collections, especially those in digital libraries. If we regard managing information as a basic human need, ensuring that the next generation of scholars has such skill seems an appropriate minimal objective. Most specifically, since graduate research often builds upon prior results from other graduate researchers, it seems sensible for all ETD authors to be able to search through available ETD holdings. NDLTD encourages online resources, self-study materials, individual assistance, as well as group training activities be provided so that graduate students become knowledgeable about resource discovery, searching, query construction, query refinement, citation services, and other processes – both for ETDs and for content in their discipline.
Next Section: Browsing: Classification systems, classification schemes used in different disciplines
# ETD Guide/Students/Becoming a researcher in the electronic age

In 2001, the National Research Council of the USA produced a booklet identifying many of the responsibilities, opportunities, and other issues faced by young faculty as well as graduate students completing their theses or dissertations. Similar groups have prepared other works. In particular, it is clear that there have been dramatic changes in scholarship that have resulted from the availability of computer tools, the shift to digital libraries, and the tremendous increase in resources available to young researchers (with respect to computing, networking, and content). Such researchers should learn about electronic publishing, should use digital libraries, should be aware of intellectual property rights, and should leverage new opportunities made available through the enhancement of related technologies and infrastructure. These all encourage involvement in ETD activities, and lifelong participation in the world of scholarly communication that in many cases was first made visible to them in connection with their ETDs.
Next Section: Technical Issues
# Elements of Political Communication/General guidelines/Importance

Stress the importance of your topic. Apply the issue broadly to reach as much of the audience as possible, but understand that simply stating "this is important" is not enough. Convince readers and listeners of the importance of your subject by putting the issue in their "back yard", especially when referring to local issues. Apply the issue on a personal level to the reader, not the writer. Exaggeration (though not to the extreme) may help your case. For partisan issues in which a consensus or compromise may be necessary, indirectly approach the topic to appeal to those who might typically be on the other side of the issue.

## Review

    A: Men and women on a city council must be pragmatic facilitators who must base their decisions on needs like water treatment centers, not misapplied ideological preferences.
    B: Men and women on a city council are very important, and they must base their decisions on things that will affect us directly.
    C: Men and women on a city council tell you where you will live, how you will live, and why you will live.
    D: Men and women on a city council do lots of things, some of which may affect you.
    A: Our leader plans to disrupt the flow of aid to other countries, and this is horrible!
    B: Our leader plans to rip apart the fabric of the international society we have tried so hard to sustain.
    C: Our leader plans to reduce food aid by 35 percent, which will negatively affect the people who so badly need help across the world.
    D: Our leader plans to dismantle our food aid programs for other countries, and I worry that the negative publicity from this act will only invigorate the groups that want to harm us.

## Notes

* ↑ Kennedy, "We choose to go to the moon".
* ↑ Mollinga, "Water, Politics, and Development", 7.
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