4.2: Preparación Comunicativa
- Page ID
- 303009
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 4.2.1: ¿Cómo era tu vida de niño/a?
- This page contains prompts for generating lists and answers about past activities, favorites, and childhood experiences in Spanish. It encourages descriptions of past life, including food, vacations, friends, and more. A conjugation chart for past tense verbs is included, along with requests for temporal markers. The objective is to enhance the reader's Spanish language skills concerning past experiences.
- 4.2.2: ¿Qué hacías y qué querías ser cuando eras niña/o?
- This page offers prompts for self-reflection focused on childhood experiences in Spanish using the imperfect tense. It invites speakers to explore past activities, interests, and aspirations while comparing them to their current lives. The text emphasizes the ability to articulate past circumstances and fosters a dialogue about their dreams and the actions being taken to realize them.
- 4.2.3: Una ciudad en dos
- This page features the podcast "Una ciudad en dos" by Daniel Alarcón, which investigates life along the Texas/Mexico border through personal experiences, emphasizing Juarez and El Paso. It addresses the cultural and social dynamics of the region while reflecting on the tragic mass shootings at an El Paso Walmart on August 3, 2019. The narrative encourages listeners to engage with these descriptions to gain deeper insights into the border area's complexities.
- 4.2.4: Programas en español
- This page discusses episode 9 of "Extra," where the main characters face comedic situations due to misunderstandings and cultural differences. As they navigate these challenges, their relationships grow, and they gain insights into each other's backgrounds. The episode effectively blends humor with language learning, resulting in engaging and educational interactions for viewers.
- 4.2.5: Story summaries
- This page discusses how summarizing information in students' own words enhances understanding and communication. It emphasizes that summaries should be concise and focus on key details like main characters, story purpose, and other significant aspects. Additionally, it highlights the use of guided questions for writing summaries in Spanish, which reinforces comprehension across different stories.
- 4.2.6: Historia Paloma Mis diversiones de niña semi-ficticia
- Esta página describe la infancia de una niña que disfrutaba de actividades al aire libre, como escalar manzanos y andar en bicicleta, aprendiendo a reparar su bicicleta a través de su padre. A pesar de algunas caídas que le causaron visitas a la emergencia, continuó explorando su vecindario. Además, tuvo una gata llamada Dulcinea, de la cual tuvo varios gatitos, regalando la mayoría a los vecinos y quedándose con uno que llamó Rubio.
- 4.2.7: Historia Paloma ayudaba Mucho semi-ficticia
- Esta página describe la vida de alguien que creció en un hogar estricto, con un padre obsesionado por la limpieza y el uso exclusivo del español. La persona asumió numerosas responsabilidades, como ayudar en las tareas del hogar y cultivar el jardín, elaborando su propia comida y construyendo estanterías. Las rutinas familiares se centraban en la limpieza, el cuidado de plantas y la carpintería, evidenciando un fuerte enfoque en la autosuficiencia y la colaboración familiar.
- 4.2.8: Historia Pablo De niño semi-ficticia
- Esta página narra la infancia de Pablo en un entorno marcado por la pobreza durante la guerra civil española. A pesar de las dificultades y la escasez, Pablo encontraba formas de entretenimiento con amigos, participando en actividades como el fútbol y la exploración. También se dedicaba a leer, estudiar y ayudar a su madre, destacando la resiliencia de los niños en situaciones adversas.