2.2: Preparación Comunicativa
- Page ID
- 303001
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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: ¿Qué hiciste o qué pasó? (What did you do or what happened?) Yo...
- This page explores inductive reasoning through the song "Ya no sé qué hacer conmigo" by El Cuarteto de Nos, prompting listeners to identify patterns in past verb forms and reflect on personal life experiences. It emphasizes recognizing -AR, -ER, and -IR verbs, aiming to enhance learners' usage of the past tense in expressing significant events in their lives.
- 2.2.2: ¿Qué hiciste o qué pasó? YO…… (What did you do?)
- This page highlights irregular Spanish verbs, stressing the importance of correctness in sound and appearance. It provides examples with conjugations of verbs such as tener, estar, hacer, poner, ir, and ser, illustrating their contextual meanings. It also mentions spelling changes in -CAR, -GAR, and -ZAR verbs for pronunciation. The text encourages readers to improve storytelling by recognizing significant life events.
- 2.2.3: ¿Qué pasó y qué hiciste? What happened and what did you do? YO...
- This page contains a prompt for creating a timeline of significant personal life experiences, encouraging reflection on key events from birth to milestones like education. It also includes a section on Spanish verb conjugation, featuring both regular and common irregular verbs in the past tense, aimed at language practice. The main themes are personal storytelling and language skills development.
- 2.2.4: ¿Qué Hizo? What did someone else do? ELLA/ÉL...
- This page explores Frida Kahlo's life moments through infinitive verbs and their past tense conjugation, highlighting significant verbs linked to her experiences. It emphasizes unique first-person endings of verbs ending in -GAR, -CAR, and -ZAR. The text encourages readers to analyze the commonalities in visual representation and engage with the narrative by understanding pivotal life events through verb usage.
- 2.2.5: ¿Qué hizo / qué le pasó? [ÉL/ELLA…] What did he or she do? / what happened to them?
- This page tells the story of Juan, a neglected child who yearns for love amidst abandonment and abuse. Despite his dreams and desire for connection, he experiences a painful lack of compassion from the world. The narrative contrasts his unfulfilled wishes with his struggles, illustrating the depth of his neglect and longing for honor and forgiveness.
- 2.2.6: ¿Cuáles fueron los momentos favoritos del año y los más felices de la vida?
- This page invites individuals to reflect on and share their favorite memories from the current year and throughout their lives. It encourages personal storytelling by inquiring about happy moments experienced by themselves and their loved ones, emphasizing joyful and memorable events.
- 2.2.7: Eventos históricos
- This page invites users to watch two videos focused on identifying past actions to enhance narrative comprehension. It suggests using Spanish captions for assistance and challenges the audience to note down actions, aiming to improve understanding of stories that highlight significant life events.
- 2.2.8: Programas en español
- This page explores language learning programs aimed at improving communication skills through Spanish input, mentioning "Mi vida loca" and "Extra." It encourages summarizing Episode 7 of "Extra" in English, though it does not include specific details about the episode.
- 2.2.9: Grammar practice
- This page offers 10 free online lessons on the preterite tense in Spanish at spanishdict.com, covering regular verb endings for -AR, -ER, and -IR verbs, along with key irregular verbs like ir/ser, hacer, and tener. It encourages students to track their progress by noting completed lessons.
- 2.2.10: Story summaries
- This page provides a method for summarizing stories, highlighting the importance of identifying key character details and the general topic. It aims to help individuals unfamiliar with a story grasp its essence. The text suggests practicing summarization with a partner using basic questions in Spanish and includes prompts for summarizing specific stories.
- 2.2.11: Habla Speak
- This page offers guidance on writing a biography that highlights key life events, beginning with the individual's birth. It advises gathering personal phrases to create a narrative around six significant life events, including vital details. Furthermore, it emphasizes the importance of career-related experiences such as education and volunteerism for job interview preparation in Spanish. The text ends with a prompt encouraging the reader to craft their own biography.
- 2.2.12: Escribe
- This page details an assignment for students to write a biography about a notable person of Spanish-speaking heritage. It emphasizes researching or interviewing someone important, outlining at least six key life events from their birth, and paying attention to correct verb accents in the past tense. The final product should be a well-structured paragraph with a title and an accompanying image.