Preparation for the OGE in Spanish. Preparation for the OGE (GIA) in Spanish in Khimki: rare - yes, but we can do this too! Spanish language preparation for Gia

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Olga Victorovna

Private teacher Experience 17 years

from 1,350 rub/hour

free Contact

Spanish for all ages and levels! Classes for adults of any level A1-B2, I have experience running a language club (currently working Expand in the language club). Preparation for the DELE exam. Many of my students have a certificate in Spanish from the Cervantes Institute (more than 90 points out of 100). I select my own program for each student, each topic is dealt with in great depth with mandatory communication practice. I have developed my own grammar program that allows you to master the rules easily and quickly. In my classes I use video and audio materials on various topics. I love live lessons, not just grammar lessons. I believe that the main thing for learning a language is the ability to put your knowledge into practice and be able to communicate. Classes for children of school and preschool age (5-17 years old). I am familiar with all school curricula and have extensive experience in eliminating gaps in grammar and vocabulary. I am preparing for the DELE Escolar exam, the Unified State Exam and the Unified State Exam. Helping university students prepare for tests and sessions. I pay great attention to pronunciation and have extensive experience communicating with native speakers. I adore Spain and pass on my love to my students! Briefly about myself: I am punctual, friendly, I create a positive atmosphere in classes, I carefully prepare for classes so that the student can gain maximum knowledge.

I’ve been training with Olga recently and I really like it. The classes are thoughtful and interesting. My son also studies with this teacher and is very pleased. Lessons Expand are held at a high level, the teacher is not distracted, the classes are very interesting and go at a high pace. All reviews (8)

Alina Alexandrovna

Private teacher Experience 6 years

from 950 rub/hour

free Contact

Preparation for the OGE (GIA) in Spanish

At the student's place, remotely

Cambridge Сertificates: TKT (1-2-3 Modules Band 3). Certificate of completion of the original course for teaching English to children from 2 to 10 years Expand language according to the method of V. N. Meshcheryakova (I can sing, I can speak, I can read). Certificates of completion of webinars published by Macmillan - the use of videos in English lessons; three solutions for corporate training for adults. Certificate of completion of Spanish language courses (Barcelona). Certificate of completion of Spanish language courses at the Cervantes Institute (Moscow). Certificate of completion of Spanish language courses as a second foreign language at the Institute of Tourism and Hospitality (Moscow). .Moscow).A student of the unique method of the Spanish language and a participant in the "Discovery of the World" club of the "Grenada" ensemble under the leadership of Vladimirskaya T.L. (2011-2015).

Polina Evgenievna

Private teacher Experience 8 years

from 800 rub/hour

free Contact

Preparation for the OGE (GIA) in Spanish

At the student's place, remotely

A student in the Unified State Examination in Literature, winner of city and regional Olympiads, graduate of the Faculty of Journalism of Moscow State University (with honors), graduate school of Moscow State University, master's degree Expand Sorbonne, French government scholarship holder with experience of internships and independent admission to foreign universities, teacher with experience in French and Russian schools. My work is aimed at “living knowledge” of languages and school subjects. My students enter prestigious universities and pass the Unified State Exam with high scores (the maximum result is 98 points). I prepare for international exams and advise my students on admission to foreign universities with scholarships.

In four months of classes, Polina Evgenievna prepared my daughter for several social studies Olympiads, in which she achieved high results Expand and has already participated in the regional tour. Polina Evgenievna is a young teacher, but very qualified, with a wide range of knowledge. I will also note her human qualities - modesty, punctuality, responsiveness, decency, ...... I express my deep gratitude to Polina Evgenievna for preparing my daughter for the Unified State Exam in social studies. All reviews (38)

Lyudmila Petrovna

Private teacher Experience 26 years

from 750 rub/hour

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Preparation for the OGE (GIA) in Spanish

At the tutor's, at the student's

Experienced certified teacher, permanent residence and work in Spain and Latin America. Written translations, support as a translator, large Expand Experience in teaching at the capital's university and in MFA courses. Preparation for entrance exams, including MGIMO.

Daria Dmitrievna

Private teacher Experience 9 years

from 1,000 rub/hour

free Contact

Preparation for the OGE (GIA) in Spanish

At the student's place, remotely

Studied at college in Spain, certificate of successful completion of the course. Successfully passed CPE in English, successfully passed DELE C2. Communicative Expand technique. Married to an Englishman.

We needed a tutor for our seventh grade son (a gymnasium class at a regular school) to prepare him for entering the 8th grade of the language lyceum. We are engaged Expand 2.5 months 2-3 times a week for 1.5 hours. Daria Dmitrievna clearly understands the purpose of the task assigned to her and does everything possible to solve it. During classes there is a massive brainstorming session, the child’s head immediately starts working, and everything falls into place! Daria Dmitrievna provides a lot of necessary materials: textbooks, printed materials, tests that specifically work on the task at hand. He explains everything superbly, patiently, my son finally understood everything that he didn’t understand before, and now he has surpassed the school curriculum in terms of knowledge. Daria Dmitrievna is always punctual and polite, she perfectly finds a common language with the student and parents. Thank her very much!!! and oral, extensive experience in teaching foreign languages. I work with children of different ages, from preschoolers to eleventh graders, and with adults with different levels of language proficiency, from beginner to advanced. I prepare schoolchildren for the State Examination and the Unified State Exam, and prepare both schoolchildren and adults to pass international exams in foreign language proficiency. I have developed my own methodology for teaching foreign languages and an individual approach to each student. I also teach English, Spanish, Italian, French and Portuguese lexicology, linguistic and regional studies, the history of English, Spanish, Italian, French and Portuguese languages, the theory of translation, both oral and written, written translation from and into a foreign language, consecutive translation, language of newspapers and magazines, practice and features of translation of foreign periodicals, as well as linguistics, stylistics of English, Spanish, Italian, French and Portuguese, sociolinguistics, psycholinguistics, cultural studies, fundamentals of intercultural communications, native literature of the language being studied, world literature, Russian language, history of the Russian language and Russian as a foreign language.

Juan Carlos Alexander

11 years of experience

from 1,500 rub/hour

free Contact

Preparation for the OGE (GIA) in Spanish

With a tutor, with a student, remotely

Certificate for teaching "Spanish for foreigners". Teacher at the language center.

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“I DECIDE OGE»: Spanish language. OGE- 2019: tasks, answers... sp-oge.sdamgia.ru
OGE 2017 Spanish language 9 Class with solutions and answers
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Demonstration version of control measuring materials for conducting the main state exam in SPANISH in 2019.
When reviewing the 2019 demo version (oral portion), please be aware that the tasks included in the demo version do not reflect all content elements that will be tested using the CMM options in 2019. Complete list of content elements that can be monitored in the 2019 exam, is given in the codifier of content elements and requirements for the level of preparation of students for the main state exam in Spanish, posted on the website: www.fipi.ru.
The demo version is intended to enable any examination participant and the general public to get an idea of the structure of the examination paper, the number and form of tasks, as well as their level of difficulty. The given criteria for assessing the completion of tasks with a detailed answer, included in the demo version of the examination paper, will allow you to get an idea of the requirements for the completeness and correctness of recording a detailed answer.

Codifier of content elements and requirements for the level of training of students for the main state exam in the SPANISH LANGUAGE.
The codifier is compiled on the basis of the Federal component of the state standard of basic general education in foreign languages (order of the Ministry of Education of Russia dated March 5, 2004 No. 1089 “On approval of the Federal component of state standards of primary general, basic general and secondary (complete) general education”) and Model programs for Spanish language. The OGE codifier has a content-based nature, which reflects the features of assessing the mastery of the educational content of the Spanish language course by secondary school graduates related to the topic. that the study of this academic subject is aimed at developing foreign language communicative competence in the totality of its components: speech, language, sociocultural, compensatory, educational and cognitive. The formation of speech competence implies the development of communication skills in four types of speech activity: speaking, listening, reading, writing. Thus, determining the level of foreign language communicative competence can and should be carried out only on the basis of assessing the products of speech activity of students in a foreign language.
The codifier consists of two sections:
- section 1. “List of content elements tested at the main state exam in the SPANISH LANGUAGE”;
- section 2. “List of requirements for the level of training of students who have mastered general education programs of basic general education in the SPANISH LANGUAGE.”

Download and read OGE 2019, Spanish, grade 9, Specification, Codifier, Project

The codifier of content elements and requirements for the level of training of students for the main state exam in Spanish (hereinafter referred to as the codifier) is one of the documents that determines the structure and content of control measurement materials (hereinafter referred to as CMM). The codifier is a systematized list of requirements for the level of training of graduates and tested content elements, in which each object corresponds to a specific code.

Download and read OGE 2019, Spanish, grade 9, Codifier, Project

When reviewing the 2019 demo (written portion), please be aware that the tasks included in the demo do not reflect all of the content elements that will be tested using the CMM options in 2019. Complete list of content elements that may be tested in the 2019 exam, is given in the codifier of content elements and requirements for the level of preparation of students for the main state exam in Spanish, posted on the website.
The demo version is intended to enable any examination participant and the general public to get an idea of the structure of the examination paper, the number and form of tasks, as well as their level of difficulty. The given criteria for assessing the completion of tasks with a detailed answer, included in the demo version of the examination paper, will allow you to get an idea of the requirements for the completeness and correctness of the detailed answer.

Download and read OGE 2019, Spanish, grade 9, Demo version, Written part, Project

When reviewing the 2019 demo version (oral portion), please be aware that the tasks included in the demo version do not reflect all of the content elements that will be tested using the CMM options in 2019. A complete list of content elements that can: controlled in the 2019 exam, is given in the codifier of content elements and requirements for the level of preparation of students for the main state exam in Spanish, posted on the website.
The demo version is intended to enable any examination participant and the general public to get an idea of the structure of the examination paper, the number and form of tasks, as well as their level of difficulty. The given criteria for assessing the completion of tasks with a detailed answer, included in the demo version of the examination paper, will allow you to get an idea of the requirements for the completeness and correctness of the oral answer.
This information gives graduates the opportunity to develop a strategy for preparing for the Spanish language exam.

Download and read OGE 2019, Spanish, grade 9, Demo version, Oral part, Project

Increasing the objectivity of the results of the state final certification for basic general education programs in the form of the main state exam (hereinafter referred to as the OGE) is largely determined by the quality of expert verification by subject commissions of completing tasks with a detailed answer.
The procedure for conducting state final certification for educational programs of basic general education (Order No. 1394 of December 25, 2013) establishes the obligation for experts checking students’ examination papers to undergo “additional professional education, including practical classes (at least 18 hours) on evaluating exam samples works in accordance with the criteria for assessing examination papers in the relevant academic subject, determined by Rosobrnadzor.”
For this purpose, specialists from the Federal Institute of Pedagogical Measurements have prepared methodological materials for organizing the training of experts of subject commissions on checking the completion of tasks with a detailed answer in 2018. The manual on the subject includes a description of the 2018 examination paper, scientific and methodological approaches to checking and assessing performance tasks with detailed answers, examples of answers from exam participants with comments on the evaluation of these answers, as well as materials for independent work by the expert.
The authors will be grateful for suggestions for improving the manual.

Download and read OGE-2018, Spanish language, Recommendations for assessing tasks, Galkina T.Yu., Kondrashova N.A., Spichko N.A., 2018

The main goal of foreign language education in a basic school is the formation of students’ communicative competence, understood as the ability and willingness of students to communicate in a foreign language within the limits determined by the standard of basic general education in a foreign language. This goal implies the formation and development of students’ communicative skills in understanding sound/oral speech by ear, speaking, reading and writing in a foreign language.

Download and read OGE 2018, Spanish, grade 9, Specification, Codifier

Showing page 1 of 4

Option No. 9143

Demo version of the OGE-2017−2019 in Spanish.

When completing tasks with a short answer, enter in the answer field the number that corresponds to the number of the correct answer, or a number, a word, a sequence of letters (words) or numbers. The answer should be written without spaces or any additional characters. To complete tasks 1, 2, listen to the audio recording and write down the correct sequence of numbers in response. To complete tasks 3-8, listen to the dialogue and choose one of the three proposed answer options. To complete tasks 10-17, read the text and choose one of the three proposed answer options. The answer to tasks in parts 9, 18-32 is a sequence of numbers or a word. /p>

If the option is specified by the teacher, you can enter or upload answers to tasks with a detailed answer into the system. The teacher will see the results of completing tasks with a short answer and will be able to evaluate the downloaded answers to tasks with a long answer. The scores assigned by the teacher will appear in your statistics.

Version for printing and copying in MS Word

You heard four short dialogues, designated A, B, C and D. Define where the Each of these dialogues goes on. Use each action location from list 1–5 only once. There is one extra place of action in the task. You will hear the recording twice. For-not-si-those of yours in the table.

1. En la clinic

2. En el supermercado

3. En la cafeteria

4. En el aeropuerto

Answer:

You heard five words. Establishment of correspondence between the statements of each A–E and the statement no-ya-mi, given in the list 1–6. Use each statement from list 1–6 only once. There is one extra statement in the task. You will hear the recording twice. For-not-si-those of yours in the table.

Use the player to listen to the recording.

1. El locutor nos habla sobre la importancia de hacer los deberes.

2. El locutor nos habla sobre la ampliación del vocabulario.

3. El locutor nos habla sobre el aprendizaje de la gramática.

4. El locutor nos recomienda ir al extranjero para aprender una lengua.

5. El locutor nos informa sobre algunas escuelas de idiomas.

6. El locutor nos dice que es necesario aprender la lengua cada día.

Speaking	A	B	C	D	E
Statement

Answer:

Use the player to listen to the recording.

¿Por qué empezó Luis a practicar el baloncesto en silla de ruedas?

1) Desde niño quería ser deportista.

2) Jugar le permitía viajar mucho.

3) Quería tener algún hobby activo.

Answer:

You heard the conversation between two friends. You choose the number 1, 2 or 3, which corresponds to the choice you have made from ve-ta. You will hear the recording twice.

Use the player to listen to the recording.

¿Cuál fue el aporte del juego a la vida de Luis?

1) Gracias al baloncesto pudo hacerse famoso.

2) Se sintió más seguro físicamente.

3) El juego le trajo satisfacción personal e independencia.

Answer:

You heard the conversation between two friends. You choose the number 1, 2 or 3, which corresponds to the choice you have made from ve-ta. You will hear the recording twice.

Use the player to listen to the recording.

¿Cuáles fueron los problemas a los que tuvo que enfrentarse Luis?

1) Exceso de ejercicios físicos durantre el entrenamiento.

2) Dificultades de accesibilidad en los hoteles a la hora de viajar.

3) Problemas de comunicación con otros deportistas.

Answer:

You heard the conversation between two friends. You choose the number 1, 2 or 3, which corresponds to the choice you have made from ve-ta. You will hear the recording twice.

Use the player to listen to the recording.

¿Por qué es importante practicar deporte para las personas con alguna discapacidad, según Luis?

1) Permite relacionarse con la gente y conseguir mejor forma física.

2) Elimina sentimientos de ansiedad y depresión.

3) Mejora la calidad de vida de las personas discapacitadas.

Answer:

You heard the conversation between two friends. You choose the number 1, 2 or 3, which corresponds to the choice you have made from ve-ta. You will hear the recording twice.

Use the player to listen to the recording.

¿Qué piensa Luis sobre su participación en los juegos paraolímpicos?

1) Le resultó bastante difícil, porque sentía mucha responsabilidad.

2) Le encantó, aquélla fue una de las mejores experiencias de su vida.

3) Le pareció decepcionante porque su equipo no pudo ganar la final.

Answer:

You heard the conversation between two friends. You choose the number 1, 2 or 3, which corresponds to the choice you have made from ve-ta. You will hear the recording twice.

Use the player to listen to the recording.

¿Qué consejos quisiera dar Luis a la gente?

1) Trasladarse a Madrid o Barcelona para poder jugar allí.

2) Promocionar el deporte entre personas jovenes.

3) Practicar deporte, sobre todo en las ciudades pequeñas.

Answer:

About the texts and the establishment of correspondence between the texts A–G and the headings 1–8. Write your notes down in the table. Use each number only once. There is one extra clause in the book.

1. El arte que hechizó al mundo

2. Los más antiguos antecesores del cine

3. El francés que inventó el “teatro optico”

4. Los primeros intentos de los Estados Unidos y Alemania

5. Aparatos que crearon inventores ingleses e italianos

6. Los hermanos que inventory el cinematógrafo

7. Aquel día empezó la historia del cine

8. El desarrollo de las tecnologías tridimensionales.

A. Cada tarde, millones de hombres, mujeres y niños de los más opuestos puntos del globo van al cine. Ante la pantalla, moderna alfombra mágica que transporta al espectador a través de mundos y maravillas más variados que los de “Las mil y una noches”, públicos de las más diversas lenguas, costumbres, razas y gustos, observan ávidamente las imágenes que se mueven , hablan, cantan y, por último, se desvanecen al encenderse las primeras luces de la sala. Dondequiera que miremos, el cine se posesiona de las muchedumbres.

B. Hay quiens Sostienen que el cine tuvo precursores en la edad de piedra, declando que en las famosas rupestres de las cuevas de altamira university artista trazath Forma Magistral El Movimiento de Los Bisontes, Como Un Anticipo de Lo Que Más Tarde Sería La Fotografía y el cinematógrafo. En los albores de la Era Cristiana fueron enunciados los principios básicos de la óptica, la Edad Media dio vida a la linterna mágica, mientras en Oriente, las sombras chinescas ya eran admiradas por chinos y árabes, en un complejo sistema de luces y pantallas.

C. Un gran avance en la gestación del cine fue el praxinoscopio del francés Emile Reynaud (1877) en el cual las imágenes eran proyectadas. Después lo perfeccionó con su "teatro óptico", que permitía proyectar películas animadas, acompañadas de música y efectos sonoros, en una pantalla para un público. También Reynaud pensó en sustituir los dibujos de su aparato por fotografías, propósito que alcanzó lograr en su laboratorio, pero que dejó pronto de lado, pues amaba demasiado la belleza creativa del dibujo como para separarse de él.

D. Tras el éxito del teatro óptico, todos los elementos estaban dados para que surgiera el cine en su exacto y verdadero sentido. El invento no tardó en aparecer casi a la vez en varios países, todos los cuales se atribuyen la paternidad de aquel gran invento. Para los norteamericanos, el creador del cine es Thomas Edison, quien en 1891 patent su kinetoscopio, los alemanes, por su parte, adjudican la prioridad de la invención al berlinés Max Skladanowsky, quien en 1892 construyó una cámara de filmación y más tarde, el bioscopio, un aparato de proyección.

E. Otros dos países reclaman el derecho de ser los inventores del cinematógrafo: Inglaterra e Italia. Los ingleses reconocen como creadores del cine a Robert Paul, que en 1890 ideó el animatógrafo, un aparato de proyección, y a William Friese Greene, que en 1893 construyó una máquina capaz tanto de captar como de proyectar imágenes. En Italia se ha comenzado a sostener que el verdadero inventor de este arte-industria fue Filoteo Alberini, quien alrededor de 1895 patentó el cinetografo, una cámara filmadora y proyectora.

F. Sin embargo, esta pugna carece de trascendencia, salvo como una curiosidad histórica, ya que todos los nombres citados sólo pueden ser considerados como precursores. Los únicos y verdaderos inventores fueron los hermanos Louis y Auguste Lumiére, primeros en dar al cine la misma forma esencial que conserva hasta el día de hoy. El invento de los Lumiére desplazó a todos los sistemas conocidos hasta ese momento, ya que era el único que permitía a un ilimitado número de espectadores presenciar simultáneamente las exhibiciones.

G. El 28 de diciembre de 1895, fecha esculpida en letras de oro en la historia del cine, los dos geniales hermanos ofrecieron la primera función del cine en el Grand Café de Paris. El programa, presentado bajo el nombre de "Temas actuales" a los 35 escasos espectadores, incluyó diez temblorosas y nubladas películas de unos 17 metros cada una. Cada cinta duraba tres minutos y mostraba sólo los simples movimientos y escenas indicados por sus títulos, acompañado todo con las notas de un piano desafinado. Fueron esos mismos instantes en los que nacía el “séptimo arte”.

Answer:

La Tomatina se celebra en la ciudad de Buñol cada otoño.

3) No se menciona

Answer:

Se desconoce a ciencia cierta por qué empezó la primera batalla de tomates.

3) No se menciona

A tan sólo 30 kilometros de la soleada Valencia se encuentra Buñol, la ciudad notoria por su famosísima Tomatina, la mayor batalla de verduras del mundo. El último miércoles de cada agosto la encantadora ciudad de Buñol entra en erupción en una encarnizada batalla de lanzamiento de tomates. La “batalla” se celebra en el transcurso de una semana en la que tienen lugar varias actividades que culminan con la monstruosa batalla de tomates que dan fin a las fiestas.

La Tomatina, indiscutiblemente la mayor batalla de tomates a nivel mundial, comenzó de una forma divertida: en el año 1944 un grupo de amigos inició una guerra de tomates en la plaza mayor de Buñol por razones inciertas. Se desconoce si el primer disparo iba dirigido a algún funcionario municipal o hacia algún desafortunado caminante situado en la línea de fuego. Sin embargo, muy pronto el bullicioso “vandalismo" que arrastraba a los viandantes a la pelea desembocó en el disfrute de todos allí presentes, y desde aquel momento la fiesta se viene celebrando anualmente cobrando mayor importancia año tras año. Con el fin de atraer turistas a la pequeña localidad de Buñol, La Tomatina se ha convertido en una explosiva fiesta que coincidence con el festival del santo patrón de la ciudad, San Luis de Bertrán. , fuegos de artificio, comida y fiestas en la calle.

La noche previa a La Tomatina, las estrechas calles bajo el imponente campanario medieval se llenan de tomates mucho más apetecibles de lo que estarán al día siguiente. Calderos de exquisitas paellas, hervidas durante el Concurso de Paellas, vino y comida corriendo por toda la ciudad hasta la madrugada, son signos indispensables de la fiesta. Después de todo, ¿cómo se podría combatir sediento y con el estómago vacío?

El miércoles por la mañana, los propietarios de locales en torno a la Plaza Mayor se afanan por proteger puertas y ventanas ante la caótica lucha. Grandes y ruidosos camiones llegan a la abarrotada plaza, desde donde los instigadores oficiales comienzan a acribillar a la multitud expectante con los tomates blandos y fangosos traídos de todas partes de España. Ataviados con ropa irremediablemente condenada a la basura, más de 30 mil personas toman represalias contra los camioneros, contra ellos mismos o contra cualquier cosa que esté a su alcance, y rápidamente las calles se inundan de semillas, pulpa y jugo de tomate.

La locura lleva a que más de 120.000 kilos de tomates sean lanzados hacia cualquier cosa que corra, se agache, se pare, se gire o se defienda. Los turistas visitantes deben saber que una cámara o una gorra se convierten en puntos prioritarios. Como en todas las buenas batallas, el asalto dura poco más de media hora. Todo el mundo se reconcilia con sus contrincantes y los guerreros se dirigen al río para quitarse el pringue del pelo y del cuerpo.

Answer:

Para atraer a los turistas, el alojamiento en los hoteles durante la fiesta es gratuito.

3) No se menciona

Answer:

Está totalmente prohibido consumir alcohol durante toda la semana festiva.

3) No se menciona

Answer:

En la batalla sólo se pueden utilizar tomates cultivados en Buñol.

3) No se menciona

Answer:

Los participants de la batalla deben proteger especialmente sus ojos para evitar las irritaciones oculares.

3) No se menciona

Answer:

El blanco favorito para los lanzadores de tomates son las cámaras y las gorras.

3) No se menciona

Answer:

Durante la época del franquismo, la celebración de La Tomatina estaba prohibida.

3) No se menciona

Answer:

Un día cazaba en las montañas un príncipe y vio un pájaro muy hermoso con alas doradas. Lo siguió y pronto llegó a una alta colina __________________ (CUBRIR) de blancas estatuas.

Answer:

About the text below. Pre-form the word, written with capital letters in brackets, so that it is grammatical with -from-the-responsibility-of-the-text. Za-pol-ni-those miss-entry word.

Cuando iba a subir, apareció un anciano y le dijo: “__________________ (TENER) cuidado. En esta colina vive una bruja y envía el pájaro para atraer a los caminantes.

Answer:

About the text below. Pre-form the word, written with capital letters in brackets, so that it is grammatical with -from-the-responsibility-of-the-text. Za-pol-ni-those miss-entry word.

Si ella te __________________ (VER), te convertirá en una estatua de mármol.

Answer:

About the text below. Pre-form the word, written with capital letters in brackets, so that it is grammatical with -from-the-responsibility-of-the-text. Za-pol-ni-those miss-entry word.

Pero si logras agarrarla por los cabellos, __________________ (PERDER) todas sus fuerzas mágicas, pero no debe verte.”

Answer:

About the text below. Pre-form the word, written with capital letters in brackets, so that it is grammatical with -from-the-responsibility-of-the-text. Za-pol-ni-those miss-entry word.

El príncipe subió por otro lado de la colina. La bruja __________________ (ESTAR) vuelta de espaldas a él.