2.5: Reflection and Review

Learning Objectives

Learning objectives: Communication

• I can express myself thoroughly in writing.
• I can talk about myself and people who are important to me with some detail
• I can compare my communities with the communities of others

With this review, you will wrap up chapter 2. In closing the topic of “Las personas y las perspectivas,” you will consider your role within your community. How do you influence your community? How does your community influence you? You will demonstrate your ability to express your thoughts in writing, work with peers and your instructor to edit your writing, and continue building writing skills. You will also reflect on your language-learning experience so far and determine how you want to approach the next chapter.

69. Escuchar ^[104] Escucha a Fernando y Alejandra mientras hablan sobre los miembros de su familia. Al escuchar, llena los vacíos con las palabras correctas.

Fernando F.

Perú, Lima

Puedes escuchar el audio aquí https://drive.google.com/file/d/1i5Zr3pwjr2xsFfWiaCJSoYyB-khwhmUF/view?usp=sharing

Bueno, mi familia ________________ compuesta por mi esposa, Rosana, y tengo dos bellos hijos. Diego Fernando que tiene cinco años, ya poco cercano ________________ los 6. Tenemos a José Ignacio, que tiene dos años recién cumplidos. La forma de vivir nosotros en la familia no ________________ es hablar del padre, la madre y los hijos. A ellos alrededor están los abuelos. Ellos tienen a sus abuelos ________________ Jorge y Ana, y sus abuelos paternos Carlos y Helena. Mi padre murió el año ________________ . Sin embargo no solo tampoco podemos hablar de la familia simplemente con esto, podemos seguir ampliándonos. Están los ________________ del papá que vienen siendo los tíos, pero seguimos armando. Y así podemos ir incluyendo inclusive a los padrinos, allí está Stéfano.

Alejandra Z.

Ecuador, Quito

Puedes escuchar el audio aquí

https://drive.google.com/file/d/1vo_jcMD3pUO7CLJvF7l6dcqxAfE11LFx/view?usp=sharing

Bueno, mi familia se compone de mi padre, de mi madre, que son ________________ de la costa ecuatoriana pero que formaron su familia en Quito, en la capital. Somos cuatro hijas ________________ . Yo soy la mayor y tengo…mis otras tres hermanas están en Ecuador y tienen veintiuno, diecinueve y diecisiete años. ________________ mi hermana, que tiene veintiún años, también tiene un bebé que se llama Juan Sebastián y tiene dos años. Y él también es el último nuevo ________________ de mi familia.

70. Comunidades de apoyo ^[105] Para las personas que tienen un elemento de la identidad diferente de “lo típico” de su contexto, puede ser difícil. ¿Existir es un acto político? Unas personas dicen que sí. Mira este video corto sobre Muxe , una comunidad e identidad de la región Tehuantepec en México. Después, contesta las preguntas de comprensión.

Mira el video aquí https://youtu.be/aEZEiiNS3Ew ^[106]

Preguntas:

1. ¿What is Muxe? ______________________________________________
2. What is the native language of the area and why is it relevant when talking about Muxe? ______________________________________________________
3. The speaker states, “No es la Muxe ni es el Muxe. Es Muxe, punto.” How would you translate that to English? What issues arise in that translation? _______

_____________________________________________________________

4. Why is wearing Zapotec clothing political for the speaker? _______________

_____________________________________________________________

5. What are velas ? ________________________________________________
6. Is being Muxe stigmatized or accepted within their community? ___________

_____________________________________________________________

7. What images of community do you see in the video? ___________________

_____________________________________________________________

8. Does anything from the video remind you of communities you’ve seen in other places (in any way, not just in relation to gender)? _____________________

_____________________________________________________________

71. Comunidades diversas ¿Vives en una comunidad más homogénea o heterogénea? Primero, identifica cómo eres tú. (Reminder: Making the language personally relevant is helpful for retention, but you do not need to share anything with the class that you prefer to keep private.)

Yo soy…..

1. Raza: _________________________________________________
2. Etnicidad: _______________________________________________
3. Género: ________________________________________________
4. Sexualidad:______________________________________________
5. Capacidad: ______________________________________________
6. Religión: ________________________________________________
7. Estatus de veterano_______________________________________

Segundo, identifica tres grupos o personas de la lista aquí. Haz lo mismo con ellos y escribe cómo son similares o diferentes de ti según estas marcas de la identidad.

Mis compañeros de cuarto Mi gerente ^[107] Mis compañeros de clase Los estudiantes en mi escuela primaria Mis profesores Mis amigos Mis modelos ^[108]

Mi dentista Mi doctor El alcalde ^[109] de mi ciudad Las personas que visitan mi casa Mis vecinos Los empleados del supermercado El conductor de mi autobús habitual

1. Persona: _____________________________________________________

1. Raza: _________________________________________________
2. Etnicidad: _______________________________________________
3. Género: ________________________________________________
4. Sexualidad:______________________________________________
5. Capacidad: ______________________________________________
6. Religión: ________________________________________________
7. Estatus de veterano_______________________________________

2. Persona:

1. Raza: _________________________________________________
2. Etnicidad: _______________________________________________
3. Género: ________________________________________________
4. Sexualidad:______________________________________________
5. Capacidad: ______________________________________________
6. Religión: ________________________________________________
7. Estatus de veterano_______________________________________

3. Persona: _____________________________________________________

1. Raza: _________________________________________________
2. Etnicidad: _______________________________________________
3. Género: ________________________________________________
4. Sexualidad:______________________________________________
5. Capacidad: ______________________________________________
6. Religión: ________________________________________________
7. Estatus de veterano_______________________________________

72. Reflexión Con la información de la actividad anterior, escribe un poco más sobre tu comunidad. As a language learner, it can be helpful to break a larger writing task into smaller pieces. For this activity, begin each section by listing a few words or phrases that may be helpful in addressing each topic. Afterward, go back and build sentences around those words you brainstormed.

1. Introduce yourself, giving some information that you would want a new person to know about you, including what you’re like and what you like or dislike.

Helpful words: ______________________________________________________________________

Sentences: ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. Talk about the larger community you’re a part of. What are the people like? Is it fairly homogeneous or diverse? Are you similar or dissimilar to the “typical” member of your community?

Helpful words: ______________________________________________________________________

Sentences: ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

3. Talk about the smaller communities you’ve made yourself a part of. Who are a few of the important people? Why is being part of that community important to you?

Helpful words: ______________________________________________________________________

Sentences: ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

4. What questions might you ask someone else about their community?

Helpful words: ______________________________________________________________________

Questions: ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Repaso de la lengua, capítulo 2 In this chapter, you have explored eight language topics. Below is a summary of what you have learned. Use these pages and the exercises that follow to determine what areas would be best for you to review.

Lengua 2.1: Ser with descriptive adjectives

• I can conjugate the verb ser in the present tense for all subjects.
• I can give a few details about someone’s personality.
• I can express some defining characteristics of both people and things.
• I understand how and when to change an adjective’s gender and number.

Lengua 2.2: Stem-changing verbs 1

• I understand the conjugation rules for stem-changing verbs in the present tense.
• With information such as (o:ue) or (e:ie) , I can conjugate stem-changing verbs in the present tense, though it might take me longer for some subjects.
• I am able to use the yo form of several common stem-changing verbs in my speech and writing, such as quiero , puedo , and entiendo .

Lengua 2.3: Estar with adjectives

• I can conjugate estar in the present tense for all subjects.
• I can ask and answer questions about how someone is feeling.
• I can usually select the correct form of an adjective to accompany estar .
• I can use estar to express states and conditions of objects.

Lengua 2.4: Ser versus estar

• I can list several uses of ser and several uses of estar .
• If someone says that ser is permanent and estar is temporary, I can explain why that is incorrect.
• I can usually choose correctly between ser and estar in my own speech and writing, though it may take me longer for some uses.

Lengua 2.5: Possessive adjectives

• I understand how and when to pluralize possessive adjectives.
• I understand when to use the feminine forms nuestra and nuestras .
• I know where to place possessive adjectives in relation to the noun they describe.
• I can almost always choose the correct possessive adjectives in my speech and writing.

Lengua 2.6: Tener expressions

• I can conjugate tener in the present tense for all subjects.
• I can ask and answer questions about someone’s age.
• I can understand several expressions with tener expressing states and conditions when I am reading or listening.
• I can use a few common expressions with tener expressing states and conditions in my speech and writing.
• I understand that expressions with tener expressing states and conditions do not reflect gender and number the way that adjectives do.
• I can understand and use tener que in order to express obligations.

Lengua 2.7: Indirect object pronouns

• I understand what information an indirect object pronoun communicates.
• I know one location where an indirect object pronoun can be placed in a sentence.
• When I am reading, I can locate indirect object pronouns, and I can usually understand who they are referring to.
• When I come across an indirect object pronoun while reading, it rarely confuses me; I understand that an indirect object pronoun is not the person doing the verbal action.
• In my writing, I am occasionally able to correctly use indirect object pronouns with a few familiar verbs.
• In my speech, I can usually use the correct indirect object pronoun with the verb gustar , though I may not be able to use them with other verbs yet.

Lengua 2.8: Expressions with the infinitive 1

• I understand what an infinitive is.
• When I am reading or listening, I can understand many expressions with the infinitive.
• I can use a few common expressions with the infinitive in my speech and writing, though I am likely to use them only in first person ( Tengo que…, Quiero…, No puedo… )
• I understand that some expressions with the infinitive require prepositions that do not translate into English.
• I understand how to use the verb ir to express plans, and I can sometimes use this expression in my speech and writing.

73. Selecciona ¿Cuál es la mejor manera de completar cada frase? What is the best way to complete each sentence?

1. Las clases de baile son _______, pero empiezan a las nueve de la noche. Entonces si quiero ir a la clase, ¡no puedo dormir hasta las once de la noche! Es muy tarde para mí.

1. fantástico b. fantástica c. fantásticas

2. ¿Qué piensan ustedes del sistema económico de nuestro país? ¿Realmente es bueno

para todos los miembros de la comunidad? ¿Pueden explicar _______ opinión?

1. tu b. su c. sus

3. En cada día del programa, hay actividades distintas. Hoy los estudiantes _______ a formar grupos y presentar sus planes.

1. van b. tienen c. están

4. La familia es muy importante para mí y también para mi pareja. Ella y yo hablamos con _______ familias por teléfono cada semana, y les escribimos mensajes de texto a nuestros padres casi todos los días.

1. nuestras b. nuestra c. su

5. En mi familia, hay muchas opiniones muy fuertes sobre la situación política. Es incómodo ^[110] cuando todos _______ enojados, entonces prefiero no hablar sobre la política.

1. son b. estás c. están

6. ¡Necesito agua porque _______ mucha sed!

1. estoy b. tengo c. soy

7. Mi hermana está triste porque no _______ doy mi suéter favorito. ¡Yo lo quiero!

1. le b. ella c. me

8. Tengo que volver a la universidad esta noche porque necesito _______ mi proyecto para la clase de comunicación.

1. termino b. terminar c. tengo que

9. Magdalena no _______ qué clases va a tomar el próximo trimestre, ¡pero debe tomar una decisión pronto! Las clases empiezan en una semana.

1. puede decidir b. puede decide c. poder decidir

10. Mi profesor de química no entiende que la tarea que nos da es muy, muy difícil. Tengo miedo de ir a la clase hoy, ¡porque sé que _______ otro proyecto imposible!

1. nos va a dar b. va nos a dar c. va a nos dar

74. La familia de Cintia ^[111] Escucha la entrevista con Cintia y contesta las preguntas.

Puedes acceder al audio aquí https://drive.google.com/file/d/15zwi7McNfYCd7SqVMCqwvCTBSPzut1fJ/view?usp=sharing

1. ¿A qué hora es la entrevista? ________________
2. ¿De dónde es Cintia? __________________
3. ¿Dónde vive Cintia? _________________
4. ¿Cuántos años tiene Cintia? ¿Cómo es? (Describe a Cintia usando las imágenes.) _____________________________________________________________________
5. ¿Quién es el ídolo de Cintia? ¿Cómo es esta persona? ________________________

_____________________________________________________________________

6. ¿De qué otros parientes habla Cintia? ¿Cómo son? ___________________________

_____________________________________________________________________

7. ¿Es Cintia hija única? ______________________

75. Ahora tú En grupos, usa las preguntas de la actividad anterior y algunas adicionales para tener una breve conversación.

Access audio for this exercise here: https://drive.google.com/file/d/1cKj5AoE7PINMjcnc98gPt1XDp4Az3adc/view?usp=sharing

1. ¿Qué hora es? ¿Tienes otra clase después de esta? ¿Qué más tienes que hacer hoy?
2. ¿De dónde eres? ¿Te gusta? ¿Todavía tienes familia allí?
3. ¿Cuál es tu ciudad ahora? ¿Cuál es tu restaurante favorito en la ciudad? ¿Vives con otras personas?
4. ¿Cuántos años tienes? ¿Cuándo es tu cumpleaños? ¿Qué quieres hacer para celebrar tu cumpleaños este año?
5. ¿Quién es tu ídolo? ¿Es una persona que conoces personalmente o una persona famosa? ¿Cómo es? ¿Por qué es tu ídolo?
6. ¿Quiénes son tus parientes y cómo son? ¿Pasas mucho tiempo con ellos? ¿Hablas por teléfono con ellos o ustedes se comunican de otra manera?
7. ¿Eres hijo único? ¿Conoces a otros hijos únicos? ¿Tienes una familia grande o pequeña? ¿Cuál es mejor para ti y por qué?

76. Comparaciones ^[112] ¿Qué mencionan estas personas sobre sus familias? Escucha los audios aquí y marca la(s) persona(s) relacionada(s) con cada frase.

Escucha el audio de Belen aquí: https://drive.google.com/file/d/1IbpIGd_5YkX9c26ecXrOSBvmCcftPvbq/view?usp=sharing

Escucha el audio de Chris aquí: https://drive.google.com/file/d/17Rkae7iL5QJ3EWd_nTyjW4z94aHOy-jK/view?usp=sharing

Escucha el audio de Jorge aquí: https://drive.google.com/file/d/1GINea53nC8_EStMtgD1Ip1kKg4ohJaZM/view?usp=sharing

	Jorge	Chris	Belen
This person has grandkids.
This person has nieces.
This person’s sister lives in Florida.
This person has kids.
This person mentions a younger sibling.
This person mentions an older sibling.
This person talks to their sibling by phone.
This person’s siblings speak English and Spanish.
This person mentions caring for each other.

77. ¿Cómo te fue? / How did it go?

1. How many hours per week did you spend on Spanish? ______
2. How often did you seek out opportunities to use Spanish outside of class? Why? Do you think it would be possible for you to increase your Spanish use outside of class? How?

______________________________________________________________________

______________________________________________________________________

3. What individual learning strategies did you use (beyond simply completing the assigned exercises)? For example, did you make flashcards or study guides? Watch online tutorials? ______________________________________________________________

______________________________________________________________________

4. It is normal to notice that speaking and listening are more challenging than reading and writing. It is normal to be making lots of mistakes in your speech and writing and to frequently come across words you do not recognize. For now, we are developing more interpretive skills than productive skills. How do you feel about your progress so far? ______________________________________________________________________

______________________________________________________________________

78. El próximo capítulo / The next chapter

1. How many hours per week will you spend on Spanish? If different from above, what do you expect to notice after changing the number of hours? ________________________

______________________________________________________________________

2. How will you ensure you have the opportunity to use Spanish outside of class? What kinds of experiences or events do you think you could engage in? __________________

______________________________________________________________________

3. What individual learning strategies will you use for the next chapter? _______________

______________________________________________________________________

4. What will you do if you feel concerned about your progress in the next chapter? _____

______________________________________________________________________

[1] "La Santa Cecilia at green Dolphin-9883" by soaringbird is licensed under CC BY-SA 2.0 https://www.flickr.com/photos/36905388@N00/5031089889

[2] race

[3] disabilities

[4] learning

[5] daily

[6] health

[7] lazy

[8] ayudar = to help

[9] car

[10] It can

[11] dangerous

[12] affectionate

[13] to improve

[14] to sing

[15] hardworking

[16] can

[17] own

[18] nobody

[19] seen

[20] discover

[21] brands

[22] to buy

[23] As in a book or movie

[24] Sólo when meaning solamente can be written with or without an accent mark. The accent mark is only required when it may be confused for solo meaning alone .

[25] Note that gente is singular - for example, “La gente es…”

[26] sibling

[27] race

[28] disabilities

[29] learning

[30] daily

[31] health

[32] relatives

[33] According to

[34] loses

[35] changes

[36] gets married

[37] You are what you do

[38] do you agree?

[39] to change

[40] aware

[41] Some might propose permanent vs. temporary as a concept for distinguishing ser and estar . This can lead to many errors, and so it is not recommended. Instead, consider identity vs. condition .

[42] Remember that adjectives describing persona will be feminine, but this does not identify a gender for the person being described.

[43] The diminuitive -ito can soften an adjective or add an affectionate tone, in this case turning fat ( gordo ) into something more like chubby ( gordito ).

[44] neither

[45] character

[46] you go (tú)

[47] something

[48] health

[49] support

[50] proud

[51] funny

[52] together

[53] we get along

[54] they get together

[55] "Cultura: Fiestas en la familia y cultura hispana" . Provided by: SUNY Oneonta and Lumen Learning. October 10, 2019. License: CC BY: Attribution. https://webcache.googleusercontent.com/search?q=cache:VKpNBe_HTSYJ:https://courses.lumenlearning.com/wmopen-spanish1/chapter/cultura-fiestas-en-la-familia-y-cultura-hispana/+&cd=1&hl=en&ct=clnk&gl=us&client=firefox-b-1-d

[56] what’s special about

[57] help

[58] This will be in chapter 4

[59] to go

[60] writer

[61] beliefs

[62] food

[63] "Como hacer un Snack Yanqui: S'mores" Youtube , Uploaded by Dustin Luke, January 28, 2013. https://youtu.be/iZQJa0Y7FCg

[64] have known

[65] "Quiero entender más la cultura y no quiero dejar que esa parte de mi se desaparezca" by Bullock, Barbara E. and Toribio, Almeida Jacqueline. The Spanish in Texas Corpus Project. COERLL, The University of Texas at Austin. 2013. CC BY https://www.coerll.utexas.edu/spintx/video/483

[66] "Mexico Americano" uploaded by La Santa Cecilia. Youtube. June 26, 2017. https://www.youtube.com/watch?v=vVdWV5WdIWw

[67] neighbors

[68] employees

[69] outside

[70] support

[71] Do you agree with

[72] family members

[73] furthermore

[74] however

[75] "Familia Para Vos Tiered Listening (Spanish)" 2018 by user Heather Sherrow , OER Commons. Institute for the Study of Knowledge Management in Education.

under license "Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States" Web. 18 Jun. 2020. <https://webcache.googleusercontent.c...=firefox-b-1-d>.

[76] "Institucional '¿Qué es la familia?'- SubNAF" Youtube, Uploaded by Julio Yonni, 26 May 2015, https://youtu.be/1LbbqXl9cJI

[77] Remember that vos is used in much of Latin America, in place of tú .

[78] "The present (el regalo) cortometraje animado en español" uploaded by Otinaibaf. Youtube. May 10, 2017 https://youtu.be/_RP1GsCyoAE

[79] they have been looking for another house for two years!

[80] childhood

[81] useful

[82] I go

[83] so much

[84] otra vez = again

[85] dance

[86] blankets

[87] what are they like

[88] what do they do?

[89] together

[90] What do they do?

[91] together

[92] values

[93] signs

[94] les da = gives them

[95] they found

[96] bottled

[97] bowling

[98] live

[99] reflect

[100] strangers

[101] "Lo incorrecto - una nueva mirada hacia la discapacidad" uploaded by Fundación Prevent. Youtube. December, 22, 2014. https://youtu.be/SBLiBLb23ZA

[102] dar has an irregular yo form: doy

[103] server

[104] Spanish Proficiency Exercises COERLL, Liberal Arts ITS, The University of Texas at Austin. Accessed July 2020. CC BY. https://webcache.googleusercontent.c...=firefox-b-1-d

[105] support

[106] "Mexico's Third Gender" uploaded by Great Big Story. Youtube. June 19, 2018. https://youtu.be/aEZEiiNS3Ew

[107] manager

[108] Models (in this context, role models)

[109] mayor

[110] uncomfortable

[111] "Una entrevista a Cintia" by Gabriela Zapata, COERLL at UT-Austin, Texas A&M University, Accessed April 2020 License: CC BY-SA 4.0.

[112] “Belen: "Ellas [mis nietas] me han querido mucho" by Bullock, Barbara E. and Toribio, Almeida Jacqueline. 2013. The Spanish in Texas Corpus Project. COERLL, The University of Texas at Austin. License: CC:BY. https://www.coerll.utexas.edu/spintx/video/502

“Chris: "Tengo tres hermanas y un hermano" by Bullock, Barbara E. and Toribio, Almeida Jacqueline. 2013. The Spanish in Texas Corpus Project. COERLL, The University of Texas at Austin. License: CC:BY. https://www.coerll.utexas.edu/spintx/video/484

“Javier: "Mi hermana es mayor que yo 2 años" by Bullock, Barbara E. and Toribio, Almeida Jacqueline. 2013. The Spanish in Texas Corpus Project. COERLL, The University of Texas at Austin. License: CC:BY. https://www.coerll.utexas.edu/spintx/video/659