3.5: Reflection and Review

Learning Objectives

Learning objectives: Communication

• I can express some basic opinions and beliefs about culture.
• I can understand the main idea and many details when listening to someone talk about elements of their family’s cultural practices.
• I can write multiple paragraphs with detailed information relating to culture and travel.

With this review, you will wrap up chapter 3. You will explore a few more elements of culture, including language and celebrations. 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.

72. Nuestra cultura Lee las oraciones e indica si son ciertas o falsas para ti. Luego, escoge tres frases y explica tu respuesta.

Access audio for this exercise here.

1. Cuando estoy con amigos, siento que compartimos la misma cultura. C F
2. Cuando estoy con familia, siento que compartimos la misma cultura. C F
3. Mi cultura es una parte importante de mi identidad. C F
4. Mi cultura es mejor que otra cultura que conozco... C F
5. Mi cultura es peor que otra cultura que conozco... C F
6. En mi cultura, la independencia es más importante que la familia. C F
7. En mi cultura, el género ^[93] influye en el concepto del éxito. ^[94] C F

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¿Cuáles son algunos elementos de tu cultura? Escribe unas ideas. Puedes considerar estos elementos:

La comida Las celebraciones La expresión de la sexualidad

La actitud hacia los ancianos La religión La música

Las películas Los deportes Los servicios sociales

Los servicios médicos Las leyes El arte

La expresión de las emociones El sistema político La literatura

Los programas de televisión El papel de la familia La actitud hacia tener hijos

Las figuras históricas El trabajo El sistema educativo

¿Qué piensas tú sobre estas partes de tu cultura? (También puedes escribir de elementos que no aparecen en la lista.)

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73. Las experiencias culturales en mi clase En las conversaciones sobre los viajes, escuchaste algunas experiencias de tus compañeros. ¿Qué otras experiencias comparten? ¿Cuáles son algunas experiencias no muy comunes? Escribe algunas frases, siguiendo los modelos, para expresar lo que piensas sobre las experiencias de tus compañeros.

Ejemplo: Creo que muchas personas conocen Seattle.

Creo que todos quieren viajar a Europa.

Creo que nadie conoce Alaska.

Creo que algunos tienen un amigo de otra cultura.

Creo que pocos tienen familia de otra cultura.

Creo que nadie fue a Brasil en 2019.

We do not have the grammar to start a sentence with “No creo que.” That would require the subjunctive form. Start your sentences with “Creo que.”

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Repaso de la lengua, capítulo 3 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 3.1: Verbs like gustar

• I can express several of my likes, dislikes, and interests in Spanish.
• I can express that something matters to me and that something bothers me.
• I know how to determine whether to use gusta or gustan .
• I can usually understand when I read or hear someone’s likes, dislikes, and interests.
• I understand how indirect object pronouns ( me, te, le, nos, les ) function in these expressions, and I can often use them correctly.

Lengua 3.2: Saber and conocer

• I can conjugate the verbs saber and conocer in the present tense, though it might take me longer for some subjects.
• I can usually correctly determine whether the verb saber or the verb conocer is the best way to express knowledge in a given context.
• I can understand what a speaker or writer means to express when they use these verbs.

Lengua 3.3: Direct object pronouns

• I understand what direct object pronouns are.
• I understand why direct object pronouns do not necessarily correspond with the conjugation of the verb.
• When given a context in writing, I can select an appropriate direct object pronoun, taking into account gender and number.
• I can usually correctly place a direct object pronoun in a sentence.
• I can sometimes use direct object pronouns in my own writing in order to avoid unnecessary repetition, though it may take me some extra time to structure the sentence.
• When reading, I can often notice direct object pronouns and identify who or what they are referring to.

Lengua 3.4: Verbs with irregular yo forms

• When reading and listening, I can recognize several common verbs with irregular yo forms, such as hacer , conocer , poner , and salir .
• I can consistently correctly conjugate these verbs in the present tense, though it may take me longer with some subjects.
• I often conjugate these verbs correctly in the yo form when speaking or writing.

Lengua 3.5: Regular preterite tense conjugation

• I can explain what preterite tense is.
• If I know a verb is regular, I can conjugate it in the preterite tense, though it may take me longer for some subjects. This is true for -ar verbs, -er verbs, and -ir verbs.
• If I read or hear a conjugated verb in the preterite tense, I can figure out who the subject is (i.e., who is doing the verbal action).
• I know which forms in regular preterite conjugation have accent marks and where those accent marks belong.

Lengua 3.6: Irregular preterite 1

• I can quickly recognize the preterite tense of ser and ir when reading or listening.
• I can often correctly use the preterite tense of ser and ir in the yo and tú forms in my speech and writing.
• When reading or listening, I can recognize and understand the preterite tense of some other common irregular verbs, including decir , hacer , and tener .
• I know that irregular verbs in the preterite do not have accent marks.

Lengua 3.7: Making comparisons

• I can easily understand comparisons using the words más and menos .
• I can often understand comparative statements using the words tanto and tan .
• I can correctly form a statement comparing two familiar items or places, though it may take me some extra time to structure the sentence.
• I understand when to use the different forms of tanto, tanta, tantos, and tantas.
• I know that más and menos are used with que , while tan and tanto are used with como .
• I understand when it is correct to use de after más or menos .

Lengua 3.8: Indefinite and negative words

• I can almost always understand indefinite and negative words I encounter while reading or listening.
• I understand how the concept of a double negative differs in Spanish and English.
• I can often correctly use the most common negative words ( nada, nadie, nunca ) in my own writing.
• I can sometimes correctly use the most common negative words in conversation.

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

1. ____ Luis le interesa mucho la filosofía. Para Él A

2. Fueron al museo porque les _____ el arte. fascina fascinan fascino

3. A mi mamá _____ molesta mucho el tráfico. me le ella

4. ¿______ a qué hora empieza la clase? Conoces Sabes Tú

5. ¡Me encanta ese libro! ______ cada año. Lo leo Leo lo Me leo

6. ¿Dónde están las llaves? ^[95] __________. Las necesito Me necesito Me necesitan

7. ¡No tengo ______ respuesta incorrecta! nada ninguna alguna

8. No conozco a ______ en esta fiesta. alguien algo nadie

9. Kira y yo ____ a un café ayer. vamos fuimos ir

10. El año pasado fui a Cuba. ¡___ increíble! Fue Fui Hizo

75. Escribe Escribe la forma correcta de la palabra entre paréntesis para completar cada frase.

1. (interesar) Jaime y yo vamos a tomar esa clase porque nos ______ mucho la historia.
2. (importar) No tengo nada para contribuir a la conversación porque no me ______ los programas de televisión, y no conozco los programas que ustedes mencionan.
3. (conocer) Tengo que ir al restaurante Bilbao. ¿Lo _____________ tú? ¿Dónde está?
4. (hacer) No puedo trabajar el lunes por la mañana. Siempre _______ mi tarea antes de mis clases los lunes.
5. (escribir) No recibí tu mensaje. ¿A qué hora lo ___________?
6. (tomar) Normalmente tomo té por la mañana, pero hoy _____ café. ¡Me gustó mucho!
7. (ir) El martes tuve que practicar mi presentación antes de la clase, entonces ______ a la universidad muy temprano. ^[96]
8. (decir) ¿Ayer fue tu cumpleaños? ¿Por qué no _______ nada?

76. Las celebraciones culturales ^[97] En este video, Alessandra responde a la pregunta “¿Hay algunas celebraciones culturales o hispanas que tu familia sigue celebrando aquí en los Estados Unidos?” Escucha el video y responde a las preguntas.

Puedes acceder al video aquí [ https://drive.google.com/file/d/1-Ko2n1eSSsewIm6irfGA2jO_eLdrD0Ht/view?usp=sharing ]

1. ¿Cuáles son las dos celebraciones que menciona Alessandra?

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2. ¿Qué hace su familia para celebrar?

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3. De las dos celebraciones que menciona, ¿cuál te interesa más y por qué? ________

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77. Escuchar y reflexionar ^[98] Escucha este video y responde a las preguntas.

Puedes acceder al video aquí [ https://drive.google.com/file/d/1CZJz9fs53J1-TC4UDWvHIeE4qNX_KFX3/view?usp=sharing ]

1. Para Sara, ¿por qué es importante el español? _____________________________

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2. Según Sara, ¿el español es parte de su identidad? __________________________
3. En la opinión de Sara, ¿es problemático cuando se mezclan ^[99] el español y el inglés? ____________________ ¿Por qué (no)? ____________________________

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4. ¿Qué opinas tú?

1. ¿Por qué es importante el español? ________________________________

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2. ¿El lenguaje es parte de tu identidad? ______________________________

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3. ¿Es problemático si dos lenguajes se mezclan mientras alguien habla? ____

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La reflexión Thoughtful reflection is an important phase of learning. As this chapter ends, it is a good opportunity to look back over these past weeks and consider what went well and why. We can then apply these lessons to the next chapter.

78. ¿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?

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

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4. It is normal for speaking and listening to feel more challenging than reading and writing. It is normal to make lots of mistakes in your speech and writing and to frequently come across unfamiliar words. At this point, you should recognize improvement in your ability to understand what you read and watch, as well as your ability to participate in conversations. How do you feel about your progress during chapter 3? _____________

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79. 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? ________________________

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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? __________________

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

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4. What obstacles do you anticipate encountering during chapter 4, and what resources will you access in order to overcome those obstacles? _____________________________

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[1] “Editatón Kaqchikel Wikiwuj en el Encuentro de Activistas Digitales de Lenguas Indígenas celebrado el 22 de julio de 2018 en el Centro Cultural de España en Guatemala” by Rodrigo Villarzú is licensed under Creative Commons, Attribution, 4.0. https://commons.wikimedia.org/w/inde...curid=73311601

[2] Which ones

[3] role

[4] toward

[5] elderly

[6] clothing

[7] sayings

[8] laws

[9] daily

[10] "Y mucha gente dice, pues, "pero tú no pareces mexicana" porque siempre - soy bien güera." By Bullock, Barbara E. and Toribio, Almeida Jacqueline. 2013. The Spanish in Texas Corpus Project. COERLL, The University of Texas at Austin. https://webcache.googleusercontent.c...=firefox-b-1-d

[11] you agree

[12] not one

[13] subtle

[14] role

[15] toward

[16] elderly

[17] clothing

[18] sayings

[19] laws

[20] daily

[21] "Portland, Oregon" (n.d.) in Wikipedia. Retrieved 14 Aug. 2020, CC: By-SA from https://webcache.googleusercontent.c...=firefox-b-1-d

[22] gastronomy, food and drink

[23] choose

[24] "Portland, Oregon" (n.d.) in Wikipedia. Retrieved 14 Aug. 2020, from https://webcache.googleusercontent.c...=firefox-b-1-d

[25] "Si estoy hablando con mi familia, soy la gringa" By Bullock, Barbara E. and Toribio, Almeida Jacqueline. 2013. The Spanish in Texas Corpus Project. COERLL, The University of Texas at Austin. CC: By https://webcache.googleusercontent.c...=firefox-b-1-d

[26] physics

[27] Text modified from: "Cartagena,""Trayectos" by Gabriela Zapata, COERLL at UT-Austin, Texas A&M University, is licensed under CC BY-SA 4.0 https://webcache.googleusercontent.c...=firefox-b-1-d

[28] was founded

[29] beaches

[30] places

[31] safe

[32] better, best

[33] interviewer

[34] "Una estudiante Colombiana,""Trayectos" by Gabriela Zapata, COERLL at UT-Austin, Texas A&M University, is licensed under CC BY-SA 4.0 https://webcache.googleusercontent.c...=firefox-b-1-d

[35] "Vida Nocturna de Cartagena Colombia" Youtube, uploaded by user Stevens Joseph 15 Jun, 2017. https://youtu.be/HqAXbg1BwpM

[36] dancers

[37] dances

[38] expensive

[39] pleasant

[40] Reading extract from: "Tortuguero" from Libro Libre: Beginning Spanish by Erin Huebener, Spokane Community College is licensed under CC BY-SA 4.0 https://documentcloud.adobe.com/link...627d#pageNum=1

[41] egg laying

[42] "5 Imperdibles en Cartagena lo que me gustó y lo que no" Youtube, uploaded by Tambien Quiero Viajar 3 Feb, 2019. https://youtu.be/9iQQwROLPcE

[43] Reading modified from "Ser indígena, ser mujer" By Esteban Ruffa, Agencia de Noticias RedAcción. License: CC BY SA 4.0. Aug 13, 2013. https://webcache.googleusercontent.com/search?q=cache:b8V59Rzk2vEJ:https://www.anred.org/2013/08/13/ser-indigena-ser-mujer/+&cd=2&hl=en&ct=clnk&gl=us&client=firefox-b-1-d

[44] to knit

[45] thread

[46] size

[47] quality

[48] clothing

[49] baskets

[50] fishing bags or nets

[51] toward

[52] despite

[53] fight or struggle

[54] "Cuando nos reunimos, es como que si estuviéramos en El Salvador" By Bullock, Barbara E. and Toribio, Almeida Jacqueline. 2013. The Spanish in Texas Corpus Project. COERLL, The University of Texas at Austin. CC:By https://www.coerll.utexas.edu/spintx/video/442

[55] Modified from: "La lengua kaqchikel y otras lenguas guatemaltecas ganan impulso en línea gracias al activismo digital,""Trayectos" by Gabriela Zapata, COERLL at UT-Austin, Texas A&M University, is licensed under CC BY-SA 4.0. Originally modified text by Heber Pérez, licensed under CC BY 3.0. https://webcache.googleusercontent.c...=firefox-b-1-d

[56] was she born

[57] did she have

[58] she learned

[59] worked

[60] were

[61] experienced

[62] Exercises 34 and 35 modified from: “Rigoberta Menchú, Guatemala (1959-)” by Pressbooks, licensed under CC BY SA 4.0 https://citoyennes.pressbooks.com/chapter/rigoberta-menchu-guatemala-1959/

[63] Exercises 34 and 35 modified from: “Rigoberta Menchú, Guatemala (1959-)” by Pressbooks, licensed under CC BY SA 4.0 https://citoyennes.pressbooks.com/chapter/rigoberta-menchu-guatemala-1959/

[64] to try

[65] they told

[66] I went

[67] ocean

[68] pool

[69] suitcases

[70] seafood

[71] strawberry

[72] watermelon

[73] so much

[74] were you born

[75] damages

[76] Reading modified from: "Los centroamericano-americanos: Guerra y migración" by Amy Rossomondo and The Open Language Resource Center at The University of Kansas. License: CC By NC 4.0. http://webcache.googleusercontent.com/search?q=cache:8QLOGowDW5EJ:acceso.ku.edu/unidad1/sucesos/centrooamericanos.shtml+&cd=2&hl=en&ct=clnk&gl=us&client=firefox-b-1-d

[77] supported

[78] controversial

[79] citizens

[80] died

[81] army

[82] fled

[83] gang

[84] foreigners

[85] took advantage

[86] threat

[87] fled

[88] choose

[89] to have fun

[90] facts

[91] legs

[92] bridges

[93] gender

[94] success

[95] keys

[96] early

[97] "A mi mamá siempre le gustaba el día de los muertos aunque para muchos americanos como que no lo entienden y piensan que es un poco raro." By Bullock, Barbara E. and Toribio, Almeida Jacqueline. 2013. The Spanish in Texas Corpus Project. COERLL, The University of Texas at Austin.CC: By https://webcache.googleusercontent.c...=firefox-b-1-d

[98] "Para mí es muy importante hablar español porque soy mexicana americana y yo tengo dos culturales" By Bullock, Barbara E. and Toribio, Almeida Jacqueline. 2013. The Spanish in Texas Corpus Project. COERLL, The University of Texas at Austin. CC: By https://webcache.googleusercontent.c...=firefox-b-1-d

[99] they mix