3.2: Preparación comunicativa
- Page ID
- 305447
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 3.2.1: Lo que ya sabes [What you already know]
- This page promotes the use of short language transfer audios to improve Spanish understanding, encourages note-taking for future reference, offers captions for hearing-impaired users, and suggests finding relevant songs on YouTube about responsibilities and hobbies to share with others.
- 3.2.2: Hola. ¿Qué quieres hacer? ¿Qué te gusta hacer?
- This page offers prompts and vocabulary to express interests in Spanish, focusing on activities and places in one's town. It includes questions for discussing personal and friends' preferences, such as music, TV, and travel. The vocabulary covers various activities like drawing and volunteering, with conjugations for different subjects. Overall, it aims to enhance conversational skills in Spanish related to leisure activities and locations.
- 3.2.3: Hola. ¿Qué haces en tu tiempo libre?
- This page invites readers to brainstorm leisure activities with friends, offering prompts for sharing personal preferences, particularly in sports. It includes vocabulary for discussing hobbies, sports, and food desires, highlighting the importance of communication about these interests.
- 3.2.4: Hola. ¿Qué vas a hacer? ¿Cómo estás y por qué?
- This page offers prompts in Spanish for discussing emotions, weekend plans, and coping strategies, along with relevant vocabulary. It encourages self-reflection on feelings, describing others' emotions, and outlining weekend activities. The vocabulary section includes expressions for emotions and places, aiming to enhance conversational skills in expressing feelings and discussing future plans in Spanish.
- 3.2.5: Programas en español
- This page discusses the latest episode of "Extra" (ep. 3), which features a comedic storyline that presents amusing scenarios for the characters. It focuses on enhancing communication skills and vocabulary for everyday interactions, serving as a valuable tool for Spanish language learners to engage and share personal information.
- 3.2.6: Stories, Deep Reading and Summaries
- This page highlights the concept of deep reading as a means to improve comprehension and connection with immigrant stories in PLUMA, regardless of Spanish language skills. It outlines summarizing as a vital technique for clarity, urging readers to distill stories into their own Spanish summaries, focusing on critical elements such as characters, age, residence, occupation, likes, preferences, and future aspirations to enhance understanding.
- 3.2.7: Write Story Summaries in Spanish
- 3.2.7.1: Historia Paloma Responsabilidades laborales semi-ficticia
- 3.2.7.2: Historia Paloma ¿qué tiempo libre? semi-ficticia
- 3.2.7.3: Historia Paloma Sueños para el Futuro semi-ficticia
- 3.2.7.4: Historia Pablo Responsabilidades Universitarias
- 3.2.7.5: Historia Nery Tiempo libre
- 3.2.7.6: Historia Ana
- 3.2.7.7: Historia Juan
- 3.2.7.8: Historia María Responsabilidades en casa
- 3.2.9: Repaso 1-3
- This page offers a structured template for self and interpersonal descriptions, prompting users to share personal details like name, age, and occupation. It encourages brainstorming of daily activities, preferences, plans, and personality traits, and suggests practicing with a partner for fluency. The template accommodates both first-person and third-person perspectives for well-rounded descriptions.