3.2: Preparación Comunicativa
- Page ID
- 308431
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 3.2.1: Pausa gramatical- expresar opiniones y tener influencia
- This page invites individuals to share their views on societal issues like racial discrimination, homelessness, and gender inequality by completing statements. It promotes personal reflection and dialogue through the expression of beliefs and counterarguments.
- 3.2.2: Desafío social- las personas con discapacidades
- This page includes a vocabulary list and discusses various disabilities, their causes, support systems, and rehabilitation. It highlights adapting facilities and using inclusive language, while stressing the importance of societal integration and legislative support for inclusion. It also encourages generating recommendations based on related videos to enhance understanding and support for individuals with disabilities.
- 3.2.3: Desafío social- El mal uso de las redes sociales
- Esta página aborda el uso responsable de las redes sociales, ofreciendo recomendaciones como controlar el tiempo en ellas, evitar el aislamiento social, y valorar las relaciones en persona. Se enfatiza la importancia de dedicar tiempo a amigos y familiares, participar en actividades al aire libre y disminuir el tiempo frente a pantallas. También se sugiere desconectar el teléfono móvil para lograr un equilibrio entre la vida social y personal.
- 3.2.4: Desafío social- La pobreza y la criminalización de la indigencia
- This page covers vocabulary related to homelessness, such as "indigencia" and "indigente," and discusses issues like housing prices and social accommodations. It highlights the role of civil rights lawyers and county authorities in addressing homeless camps while encouraging reflection on public opinions and personal views regarding homelessness in local communities.
- 3.2.5: Problemas sociales
- This page addresses racism and discrimination in Mexico, focusing on the impact of skin tone on education and employment. It highlights societal normalization of racism, challenges for indigenous and Afro-descendant communities, and the necessity to challenge stereotypes. Recommendations include fostering inclusion, ending gender violence, ensuring equal opportunities, and reflecting on personal behavior to combat racism, with a broader call for awareness and action against entrenched prejudices.
- 3.2.6: Problema social- La desigualdad racial
- This page encourages reflection on the situation of afrolatinos in Latin America, examining their population distribution, identification as afrodescendants, and existing equity gaps. It prompts critical thinking about the social issues faced by these communities and highlights the percentage of Latinoamericanos identifying as afrodescendientes, emphasizing their vulnerabilities.
- 3.2.7: Problema social- La desigualdad
- Esta página explora las razones de las brechas en educación en EE. UU. y solicita la opinión del lector sobre estas desigualdades. Además, menciona infografías fundamentadas en un artículo sobre la inclusión de afrolatinos en América Latina y concluye destacando la capacidad de entender problemáticas sociales que enfrentan los afrolatinos.
- 3.2.9: Episodios- Programas en español
- This page discusses language learning programs emphasizing communicative skills from PLUMA and providing extra exposure to Spanish. It references "Extra" Episode 13 and highlights the importance of LGBTTTIQA.
- 3.2.10: Stories, Deep Reading and Summaries
- This page underscores the significance of deep reading and summarizing to grasp immigrant narratives in the PLUMA resource. It advocates for concise 2-3 sentence summaries that highlight key characters and central themes, emphasizing that complete comprehension isn't necessary, but exposure to the material is crucial. The summarization process involves careful reading and rephrasing in Spanish.
- 3.2.11: Historia- La desigualdad racial y de género
- This page addresses vocabulary and themes surrounding indigenous rights and empowerment, focusing on women's issues like social marginalization, poverty, and lack of education. It underscores the need for confronting cultural norms and asserting rights to education, health, and equality. The narrative calls for responsibility and reforms to protect women's rights and enhance visibility for indigenous communities, while also noting the UN's role in advocating for improved leadership practices.
- 3.2.12: Historia- Las redes sociales
- Esta página presenta una entrevista a una joven de 21 años que comparte cómo el uso del teléfono celular y las redes sociales ha afectado su vida. Desde que obtuvo su primer teléfono a los 11 años, ha experimentado estrés relacionado con diversas responsabilidades. A los 13, su uso de Instagram provocó comparaciones con otros, generándole tristeza y malestar. La joven subraya el impacto negativo de las redes sociales en su bienestar emocional.
- 3.2.13: Historia- Aspectos positivos y negativos de las redes sociales
- La autora reflexiona sobre el impacto negativo de las redes sociales en su vida, a pesar de haber disfrutado de la tecnología en su infancia. Aunque sabe que las vidas en línea no son perfectas, experimenta tristeza y ansiedad. Recomienda desconectarse ocasionalmente para recuperar la perspectiva y destaca la necesidad de que los padres supervisen el uso de estas plataformas, sugiriendo que se prioricen actividades al aire libre y en familia.
- 3.2.14: Historia Fronteriza
- Esta página describe el proceso de solicitar asilo en EE. UU. para extranjeros perseguidos por raza, religión, nacionalidad, grupo social u opiniones políticas. Incluye vocabulario migratorio, menciona desafíos como violencia y políticas como "Permanecer en México", y discute el uso de la pandemia para eludir leyes humanitarias.