4.3: Preparación comunicativa
- Page ID
- 306221
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 4.3.1: Repaso 1-3
- This page offers examples of questions and answers regarding daily routines, covering common activities from Monday to Friday. It provides structures for readers to complete their own and friends' responses, along with useful phrases for inquiring about needs and preferences. Additionally, it includes examples for reporting what others say, with information arranged to facilitate Spanish practice.
- 4.3.2: Lo que ya sabes [What you already know]
- This page invites listeners to engage with short Spanish language transfer audios, encouraging them to take notes on useful information from four videos for later use. It includes a suggestion for hearing-impaired viewers to enable captions for better comprehension, and uses the phrase "¡Ahora tú!" to prompt audience participation and reflection on their learning.
- 4.3.3: ¿Cuál es tu estación favorita? ¿Qué tiempo hace?
- This page engages readers to reflect on their living environment and weather by describing conditions in various cities and their personal clothing choices for different temperatures. It includes vocabulary for seasons and weather-related terms, helping readers articulate local and broader weather scenarios, as well as where they and others reside.
- 4.3.4: ¿Qué hay en tu comunidad? ¿Cómo es tu ciudad?
- This page encourages individuals to describe their city with three feminine adjectives and share community aspects, including notable places and events. It offers vocabulary related to local locations and celebrations, promoting personal expression about one's neighborhood. The text concludes by affirming the ability to articulate these experiences.
- 4.3.5: ¿Qué hay en tu ciudad? ¿Cuál es tu lugar favorito? Comparaciones.
- This page encourages readers to list modes of transportation in Spanish, their uses, and favorite local places and foods. It prompts descriptions of one’s town and comparisons with a nearby city regarding attributes like size and amenities, fostering Spanish language practice.
- 4.3.6: ¿Qué actividades puedes hacer en tu ciudad? ¿Qué necesita tu ciudad?
- This page invites readers to detail community activities throughout the seasons—autumn, winter, spring, and summer—and address community needs. It encourages personal reflections on preferred seasons and emphasizes the capacity to articulate both community needs and daily activities.
- 4.3.7: Programas en español
- This page discusses episode 4 of "Extra," where characters deal with daily life, relationships, and misunderstandings. The episode focuses on communication challenges and cultural differences, using humor and lessons about language learning. Key interactions underscore the importance of friendship and highlight the comedic situations that arise from language barriers.
- 4.3.8: Stories, Deep Reading and Summaries
- This page discusses the significance of deep reading and summarizing immigrant stories in PLUMA, highlighting the need for engagement and personal expression in Spanish. It stresses that summarizing aids students in understanding by condensing key information, identifying main characters, and recognizing their contexts. The guide offers strategies for crafting effective summaries by focusing on details of characters, communities, and activities while promoting the use of personal language.
- 4.3.9: Write story summaries in Spanish
- 4.3.9.1: Historia Comunidad- Niñez de Paloma semi-ficticia
- 4.3.9.2: Historia ¿Pueblo o ciudad? Paloma hace comparaciones semi-ficticia
- 4.3.9.3: Historia Pablo en EE.UU. semi-ficticia
- 4.3.9.4: Historia Fiesta Pablo Conoce a Sara semi-ficticia
- 4.3.9.5: Historia Pamplona Pablo celebra los Sanfermines semi-ficticia
- 4.3.9.6: Historia Nery Mi Comunidad
- 4.3.9.7: Historia Nery Actividades
- 4.3.9.8: Historia Ana Ilobasco, El Salvador
- 4.3.9.9: Historia Juan Zacatecas
- 4.3.9.10: Historia Florinda Guatemala
- 4.3.9.11: Historia Alberto Guerrero, México
- 4.3.9.12: Historia María
- 4.3.10: Conversaciones Gonzalo y Olivia
- This page encourages a comprehension activity where participants ask a partner questions inspired by dialogues from short videos and audios about Álvaro, Consuelo, and Andalucía. The goal is to model questions on the provided content to help learners share personal information effectively.