5.2: Preparación Comunicativa
- Page ID
- 306782
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 5.2.1: Lo que ya sabes [What you already know]
- This page encourages engagement with short audio programs to assess existing Spanish knowledge, suggests note-taking from four videos for reference, and offers instructions for enabling captions for hearing-impaired individuals.
- 5.2.2: ¿Cómo eres? ¿Cómo es tu amigo?
- This page invites readers to reflect on their personality and that of their best friend by describing five physical characteristics and five personality traits for each. It encourages personal expression and exploration of perceptions regarding themselves and their friends, as well as the opportunity to summarize traits of family, friends, and notable figures.
- 5.2.3: ¿Cómo es tu familia? ¿Cómo son tus amigos?
- This page presents a template for detailing two family members or friends, highlighting their names, ages, origins, residences, occupations, and relationship statuses. It emphasizes sharing insights into their physical descriptions, personality traits, and typical activities, fostering personal connections and exchanges of lifestyle preferences and hobbies.
- 5.2.4: ¿Qué están haciendo?
- This page offers a guided exercise for documenting personal and others' activities and traits, encouraging reflections on actions and characteristics. It includes a practice segment for describing individuals based on photos, focusing on physical appearance and actions. The overall aim is to enhance the participants' skills in articulating observations about themselves and others.
- 5.2.5: Háblame de tu familia
- This page encourages readers to share details about their family by answering specific questions about an individual, including name, age, origin, and personality. It prompts the description of two significant people in their lives based on these inquiries and reinforces the reader's capability to discuss their family and inquire about others' families.
- 5.2.6: Programas en español
- This page discusses language learning programs that incorporate communicative skills from PLUMA and offer additional Spanish exposure through brief videos like "Buena gente" and "Mi vida loca." These resources aim to improve learners’ ability to share personal information. A summary of Episode 5 of "Extra" is needed, but specific details are not included.
- 5.2.7: Stories, Deep Reading and Summaries
- This page emphasizes the significance of deep reading and summarizing for understanding immigrant stories in PLUMA. Deep reading fosters a connection with the text beyond word-to-word comprehension, while summarizing helps clarify and retain main ideas. Readers are encouraged to identify key elements like characters and themes and prepare succinct summaries in Spanish.