2.2: Preparación Comunicativa
- Page ID
- 303364
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 2.2.1: Lo que ya sabes [What you already know]
- This page encourages exploring short language transfer audios to identify unrecognized Spanish knowledge. It advises taking notes from four videos for future reference and emphasizes the application of transferable skills from English to enhance Spanish learning.
- 2.2.2: Hola. ¿Qué hora es? ¿Qué haces cada día?
- This page outlines a Spanish learning activity aimed at teaching students how to tell time and schedule classes. It features times for filling in class schedules, vocabulary for days of the week, and time expressions. The activity promotes communication about daily activities and encourages practice in time-telling and scheduling skills in Spanish.
- 2.2.3: Hola. ¿Qué tienes que hacer?
- This page offers a structured exercise to help users list household chores in Spanish, providing phrases and vocabulary related to obligations. It encourages individuals to write about their responsibilities and those of others, enhancing their understanding and communication about duties at home and work.
- 2.2.4: ¿Qué debes hacer? ¿Qué necesitas hacer fuera de casa?
- This page outlines a dialogue format for students to discuss their classes and daily activities in Spanish, including prompts about their studies, obligations, and future plans. It features a vocabulary list of relevant verbs and context for usage, aiming to enhance communication about schedules and responsibilities in the classroom.
- 2.2.5: ¿Qué tienes y qué necesitas?
- This page provides prompts for discussing items in a backpack or purse and a shopping list, encouraging the use of a dictionary. It aims to facilitate short conversations in Spanish about daily life, emphasizing the reader's ability to understand and share related information.
- 2.2.6: Hola. ¿Cómo eres en casa, en el trabajo, y con los amigos?
- This page offers guidance on describing personal and a best friend's personality using diverse adjectives. It promotes expressing behaviors in various settings like home, friendships, and work or school. The text also invites readers to create a list of adjectives to describe Mexican women and provides a vocabulary list with traits such as active, lazy, friendly, and hardworking, supporting discussions about personality in everyday contexts.
- 2.2.7: Programas en español
- This page discusses language learning programs that improve communicative skills in Spanish, referencing episodes from "Spanish Sitcom," "Mi vida loca," and "Extra." It highlights short videos that support the PLUMA program's goals, aiding learners in expressing personal information. Additionally, it includes contact information for Spanish Proficiency Exercises at the University of Texas at Austin.
- 2.2.8: Stories, Deep Reading and Summaries
- This page stresses the significance of deep reading and summarizing in understanding immigrant stories in PLUMA. Deep reading fosters a connection to main ideas, while summarizing is essential for condensing key information and articulating comprehension. Additionally, it offers guidelines for creating summaries in Spanish, detailing character backgrounds and specifics.
- 2.2.10: Habla- Speak
- This page outlines a task to create a detailed self-introduction highlighting daily life and personality. It encourages individuals to gather phrases from past experiences and structure their introduction around three home obligations, two external commitments, personal preferences, and traits across various roles. The text suggests practices for refining the introduction and underscores the significance of sharing this personal information with others.
- 2.2.11: Escribe- Write
- Esta página presenta la conversación entre un estudiante anónimo de veintiún años de Oceanside y Juan, un profesor de literatura hispanoamericana de cincuenta y siete años de Tijuana. Juan, que es bilingüe, combina su labor docente con responsabilidades familiares y ocio, mientras que el estudiante refleja una vida enfocada en el estudio y esfuerzo. Sus rutinas y personalidades contrastan, destacando la simpatía y relajación de Juan frente a la tenacidad del estudiante.