5.2: Preparación Comunicativa
- Page ID
- 303013
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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: Hola. ¿Qué estaba pasando y qué pasó?
- This page provides phrases and vocabulary for describing past scenes and events, prompting users to think about locations, feelings, and actions. It includes time-specific phrases like "todos los días," "ayer," and "de repente," along with examples illustrating interactions and emotions. Users are encouraged to craft their own descriptions utilizing the suggested vocabulary.
- 5.2.2: Hola. ¿Qué estaba pasando? ¿Qué pasó?
- This page encourages reflection on a scene’s context, atmosphere, and emotions, while highlighting the importance of events that advance the narrative. It distinguishes between plot-driving actions and repetitive experiences, aiming to engage readers in critical thinking about storytelling elements.
- 5.2.3: Resume la historia- ¿Dónde estaban? ¿Qué pasó?
- This page promotes learning Spanish through familiar stories like "The Three Little Pigs" and "Little Red Riding Hood." It encourages learners to analyze story elements such as scene descriptions, circumstances, feelings, and events. The activity is structured to help enhance understanding of basic past descriptions and events in Spanish.
- 5.2.4: El otro, el mismo
- This page presents "El otro, el mismo," a narrative by Camila Segura for Radio Ambulante, which explores surprising coincidences between two men, Astrid and Eduardo. It encourages focused listening and offers guiding questions for deeper understanding, while emphasizing that full comprehension isn't required. The text highlights key themes related to their discoveries, similarities, and interactions, culminating in a significant DNA test outcome, promoting Spanish language exposure.
- 5.2.5: Yo nena
- This page narrates a family's journey addressing their child Manuel's struggles, as shared by Patricia Serrano and Aneris Casassus on Radio Ambulante. It emphasizes understanding Manuel's communication with his mother, his dressing habits, and the parents' reactions. Listeners are prompted to consider key questions regarding his situation and psychological recommendations, shedding light on the family's emotional responses and changes over time.
- 5.2.6: Programas en español
- This page focuses on Episode 10 of "Extra," highlighting themes of feelings and relationships through romantic tensions and comedic misunderstandings. It maintains a lighthearted tone while emphasizing friendship and cultural aspects of language learning. The characters express emotions in relatable scenarios, reinforcing language skills for learners.
- 5.2.7: Summaries
- This page discusses how summarizing enhances students' comprehension by encouraging them to express information in their own words. It outlines that effective summaries should be concise, typically 2-3 sentences, and focus on key ideas. Guidelines include asking essential questions regarding characters, settings, and plot details. Additionally, it suggests writing summaries in Spanish and provides examples for stories involving characters such as Pablo, Gabi, and Tere.
- 5.2.8: Historia Pablo Mezcla de tradiciones semi-ficticia
- El 26 de noviembre de 1964, Pablo, un inmigrante español, celebra su primer Día de Acción de Gracias en EE. UU. con su esposa Sara, preparando pierna de cordero en lugar de pavo. Invitan a amigos internacionales que llevan platos típicos de sus países, como empanadas chilenas, plátanos fritos costarricenses y tamales mexicanos. La celebración es exitosa, resaltando la diversidad culinaria y la unión a través de la comida.
- 5.2.9: Historia Gabi Conmoción cerebral
- Esta página narra la historia de la familia de Pablo que se mudó al norte de Nuevo México en 1984. Su hija Gabi se adaptó exitosamente a su nueva escuela y sobresalió en deportes, pero sufrió una caída durante una competencia de atletismo que le causó una conmoción cerebral y pérdida temporal de visión. Un entrenador intervino llamando a una ambulancia y, tras ser evaluada en el hospital, se le recomendó reposo y evitar deportes por dos semanas.
- 5.2.10: Historia Tere Exposición de arte
- En agosto de 1993, Tere tuvo su primera exposición de arte en San Francisco e invitó a su hermana Gabi por apoyo. Gabi llegó un día antes, sorprendida por el frío, y Tere le mostró los sitios turísticos. Asistieron juntas a la recepción de la exposición, donde Gabi conoció a los amigos de Tere, y luego cenaron en un restaurante en Chinatown. Gabi disfrutó de la visita y Tere agradeció su apoyo.