4: Lección 4- La escuela
- Page ID
- 154952
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 4.1: Photo of the examination room in La Universidad de Alcalá
- This photo is of the room where final oral exams took place in La Universidad de Alcalá en Alcalá de Henares, España.
- 4.3: Vocabulario- ¿Qué hay en el salón de clase?
- This page is a language learning resource focusing on English and Spanish vocabulary related to common objects found in an office or classroom. It includes a list of words with their translations from Spanish to English, such as "la pared" (wall) and "la computadora" (computer). The page suggests listening to audio with and without English translations to aid learning and testing comprehension. It also introduces the use of the Spanish verb "hay" to indicate the existence of things.
- 4.4: Los sustantivos (Nouns)
- This page discusses Spanish nouns and their grammatical gender. It notes that nouns ending in "o" are typically masculine, preceded by "el," while those ending in "a" are typically feminine, preceded by "la." The text highlights exceptions and additional guidelines, such as nouns ending in "-ma" being often masculine, and those ending in "-i??n," "-dad," "-tad," "-tud," and "-umbre" usually being feminine. The concept is presented as a linguistic category rather than a literal attribute.
- 4.5: Los artículos y sustantivos- gender and number (Articles and nouns and number)
- The page provides a comparison between definite and indefinite articles in Spanish. It explains that "el/la/los/las" are definite articles used for specific things, while "un/una/unos/unas" are indefinite articles used for non-specific things. Additionally, it notes a rule for nouns ending in "z": the "z" is changed to a "c" before adding "-es" for the plural form. The page also mentions additional resources for further grammar explanations.
- 4.6: Expressing posession
- The text provides an example of a conversation in Spanish discussing possession, and notes that the verb "ser" is used to express possession in Spanish.
- 4.7: Cursos, materias, asignaturas
- This page introduces an activity for practicing Spanish communication skills by discussing classes with a partner or group. It includes a sample conversation about the number and types of classes, favorite and most difficult classes, and asking questions with adjectives like easy, fun, and boring. It also highlights that "clase" is a feminine noun and offers vocabulary and verbs related to school activities.
- 4.8: Los días de la semana y la hora
- This page provides information about the days of the week in Spanish, explaining that there are seven days: lunes, martes, mi??rcoles, jueves, viernes, s??bado, and domingo. It touches on the cultural difference of considering Monday as the first day of the week in many calendars. It also includes practice exercises for telling time in Spanish, giving examples of how to express different times of the day.
- 4.9: Nuestro horario de actividades (Our weekly schedule of activities)
- This page provides examples and prompts for practicing the use of the irregular verb "hacer" in Spanish through communicative activities. It includes examples for asking and answering questions about daily routines, specific days for activities, and scheduling, such as what one does at certain times or days of the week.