1.4: Preparación Comunicativa
- Page ID
- 307334
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 1.4.1: La rutina diaria
- This page details tasks to describe morning and evening routines, encouraging readers to list activities at certain times. It includes examples of reflexive actions related to personal grooming and self-care, such as waking up and brushing teeth. The page also discusses irregular stem-changing verbs and the use of reflexive forms. The aim is to enhance vocabulary connected to daily activities and improve communication skills regarding these topics.
- 1.4.2: ¿Cuál es tu rutina diaria?
- This page presents a series of questions for the reader to detail their daily routines, such as wake/sleep times, bathing habits, exercise routines, and breakfast preferences. It also includes affirmations regarding the reader's ability to communicate about morning and evening activities.
- 1.4.3: la rutina diaria de otras personas
- This page outlines a task where the participant selects a profession from a given list, such as a construction worker or nurse, and describes the individual's daily routine by answering specific questions. These questions address waking times, breakfast habits, work schedules, job challenges, relaxation methods, evening activities, bedtime habits, and sleep duration. The exercise aims to improve the understanding and articulation of daily routines in Spanish.
- 1.4.4: Los lugares, los objetos y la rutina
- This page offers a framework for discussing daily activities and vocabulary associated with different rooms in a house. It encourages the creation of personalized vocabulary lists for everyday items and activities like cooking and cleaning, and suggests documenting activities along with the objects used in each space. The goal is to enhance understanding and communication about daily routines in a structured way.
- 1.4.5: ¿Cuáles son tus hábitos cada semana?
- This page offers guidance on discussing daily routines in Spanish, emphasizing the use of specific pronouns (LO, LA, LOS, LAS) to reduce repetition. It includes prompts related to common activities like breakfast and personal hygiene, encouraging users to engage with classmates if desired. The aim is for individuals to articulate their routines succinctly.
- 1.4.6: Mandatos comunes de la vida diaria
- This page encourages individuals to list weekly commands they give, categorized into positive actions and negative actions. It provides examples in Spanish to illustrate how to structure these directives, aiming to enhance readers' command usage skills.
- 1.4.7: Programas y Música
- This page discusses language learning videos aimed at enhancing communicative skills, specifically in the PLUMA series. It highlights notable moments from episode 6 of "Extra" featuring commands by Lola, and mentions that episode 6 of "Mi vida loca" is accessible without prior episodes. Additionally, it stresses the significance of memorizing songs linked to language practice for better long-term retention.
- 1.4.8: Deep Reading- Stories, Deep Reading and Summaries
- This page emphasizes the value of deep reading and summarizing to understand immigrant stories in PLUMA. It highlights that students should summarize in their own words, focusing on key details like main characters and story purposes, rather than replicating native Spanish. Partner practice through questions is also suggested to boost comprehension and engagement.