1: Número 1
- Page ID
- 302983
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 1.1: What is PLUMA?
- This page describes PLUMA, a narrative-based language learning program for beginner college Spanish that aligns with ACTFL standards through Can-Do Statements. It emphasizes storytelling to foster cultural understanding and intercultural communication, featuring structured comprehensible input, assessments, and non-punitive pedagogy. The learning process reflects natural language acquisition, leveraging learners' prior experiences for improved communicative proficiency.
- 1.2: What will the learner do?
- This page summarizes PLUMA Volume 2, tailored for Intermediate Low college Spanish learners, featuring five eMagazine issues designed to enhance communication skills. Each issue includes a "Can-Do" statement for goal-setting, videos, cultural stories, conversation prompts, vocabulary lists, and self-reflection questions to assess progress, all aimed at improving proficiency in Spanish.
- 1.3: En este número de Pluma (In this issue of Pluma)
- This page features Paloma, the editor of PLUMA, as she explores daily routines, detailing activities from morning to bedtime. It encourages readers to reflect on their own and others' routines, emphasizing understanding and communication of daily life aspects. The piece includes themes of preparation, daily activities, unwinding, and bedtime rituals, along with typical weekly reminders.
- 1.4: Preparación Comunicativa
- This page discusses daily routines and personal habits, encouraging readers to reflect on their own practices in comparison to those of others. It features narratives of various fictional characters, including Paloma, Rafael, Pablo, Nery, and Juan, illustrating different daily routines. The text emphasizes the significance of summarizing these stories in Spanish.
- 1.4.1: La rutina diaria
- 1.4.2: ¿Cuál es tu rutina diaria?
- 1.4.3: la rutina diaria de otras personas
- 1.4.4: Los lugares, los objetos y la rutina
- 1.4.5: ¿Cuáles son tus hábitos cada semana?
- 1.4.6: Mandatos comunes de la vida diaria
- 1.4.7: Programas y Música
- 1.4.8: Deep Reading- Stories, Deep Reading and Summaries
- 1.4.9: Write story summaries in Spanish
- 1.4.9.1: Historia- Paloma ocupada semi-ficticia
- 1.4.9.2: Historia- Rafael El novio semi-ficticia
- 1.4.9.3: Historia- Pablo “La mili”
- 1.4.9.4: Historia- Rutina de Nery
- 1.4.9.5: Historia- Rutina de Juan
- 1.5: Preparación y Aplicación Comunicativa- Habla (Speak)
- This page provides a guide for individuals to develop a personal routine narrative, focusing on daily activities and relaxation methods. It encourages the use of frequency expressions and includes prompts for morning tasks, evening unwinding activities, and bedtime preparations. The aim is to create a cohesive account by integrating specific locations and items involved in these routines.
- 1.6: Preparación y Aplicación Comunicativa- Escribe (Write a draft)
- Esta página trata sobre un artículo de Paloma sobre los trabajadores del campo en EE. UU. Inspira a compartir la rutina diaria de estos trabajadores, incluyendo preparativos matutinos y actividades de relajación. La estructura del artículo detalla cuatro actividades diarias, tres opciones para relajarse y tres para antes de dormir, con sugerencias de días, horarios y herramientas. Finalmente, Paloma invita a los lectores a compartir sus propias historias sobre este tema.
- 1.10: ¿Puedes hacerlo? Can you do it?
- This page summarizes the understanding and communication of daily routines, highlighting the ability to describe starting, engaging in, unwinding, and ending daily activities. It emphasizes skills in responding to questions about routines without repetition and includes common weekly reminders.