1.5.3: Conversación
- Page ID
- 280866
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Preparación comunicativa 1: Inventario de la clase
In this activity, you’ll work with a partner to count and describe items in your classroom using "hay" and numbers.
Paso 1. With your partner, look around the classroom and complete the table below with classroom items that you see. For each item, discuss with your partner and answer the question: ¿Cuántos hay? Count and write down the number. Practice saying each answer out loud, using “hay” plus the number and item.
Modelo:
E1: ¿Hay un libro?
E2: Sí, hay tres libros. ¿Hay ventanas?
E1: No, no hay ventanas.
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Sí / No |
Número |
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un cuaderno |
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un reloj |
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una computadora portátil |
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un escritorio |
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un lápiz con borrador |
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una mochila |
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una ventana |
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un marcador |
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un bolígrafo |
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una pizarra |
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| ¿? | ||
| ¿? | ||
| ¿? |
Paso 2. Share your findings with another pair of classmates. Do you all have the same numbers, or are they different? If there’s a difference, check again to see who counted correctly.
Preparación comunicativa 2: ¿Cuánto cuesta?
With a partner, take turns asking how much each item costs. Your partner has the prices different items. Use Spanish numbers when answering.
Modelo:
Estudiante 1: ¿Cuánto cuesta el libro?
Estudiante 2: Quince dólares y veinticinco centavos (15,25)
Estudiante 1
- Click here to see Student 1´s information
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Estudiante 2
- Click here to see Student 2´s information
Attribution: ¿Cuánto cuesta? by Community College of Baltimore County is licensed under CC BY-NC 4.0
Preparación comunicativa 3: La clase ideal
In this activity, you’ll imagine and describe your “ideal classroom” using “hay” and numbers.
Paso 1. With a partner, think about what your ideal classroom would look like.
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¿Cuántos estudiantes hay?
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¿Qué hay en la clase?
Create a few questions for other things that would help make the ideal classroom.
Paso 2. For each item, decide how many you would want in the classroom. Use "hay" and numbers to create a sentence describing each item.
Modelo:
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Hay doce estudiantes.
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Hay veinte sillas.
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Hay dos pizarras.
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Hay una computadora para cada estudiante.
Paso 3. Share your ideal classroom with another pair and listen to their description. Compare your classrooms and see if there are any items you both included.
Paso 4: Expansion
As a class, create a list of the most popular items mentioned. Which items and quantities do most people think belong in the “ideal classroom”?
Preparación comunicativa 4: Las clases y los Estados Unidos
Paso 1. Imagine that a prospective international student from a Spanish-speaking country, Mariana, wants to know more about universities in the United State and the country itself. With a partner, answer the following questions about the typical college class, your college, and the United States. Take turns asking and answering questions.
- ¿Cuántos (How many) estudiantes hay en una clase típica de la universidad? ¿Cuántos días (days) de clase hay? ¿Cuántos días de vacaciones hay en el semestre de otoño (fall)? ¿Y en el semestre de primavera (spring)?
- En esta universidad comunitaria (community college), hay muchos lugares (many places). Pero (But), ¿hay una cafetería? (Sí, .. / No, no hay…) ¿Un teatro? ¿Un restaurante? ¿Una clínica? ¿Un hospital? ¿Un museo? ¿Una galería de arte? ¿Muchos estudiantes? ¿Muchos profesores?
- ¿Cuántos estados hay en el sur/norte/este/oeste de los Estados Unidos? ¿Cuántos parques nacionales y/o provinciales hay en Kansas/en tu estado? ¿Cuántos feriados (holidays) hay en los Estados Unidos? ¿Cuántos bares o restaurantes buenos (good bars or restaurants) hay en esta ciudad (this city)? ¿Y cuántas discotecas buenas?
Paso 2: Now imagine that your partner and you write to Mariana with the information you gathered in Paso 1. You want to brag about the Spanish you know, so you decide to use this language to communicate with her. Draft the email you could send her. Include the following information:
- Greet the student;
- Introduce yourselves and say where you are from (use yo if you are from different places and nosotros if you are from the same place);
- Mention the name of the institution where you are university students (use nosotros);
- Describe the information you gathered.
Use the template below and the answers to the questions in Paso 1. Use the verb ser (don’t forget to conjugate it depending on the subject!). Use subject pronouns (e.g., yo, tú, etc.) when appropriate. Also, connect your ideas with y (and), o (or), también (also), además (also), and pero (but).
Texto modelo:
Estimada Mariana:
[Greeting]. Mi nombre [ser] [Nombre] y mi amigo [ser] [Nombre]… En nuestra universidad, hay… en una clase típica. Las clases [ser] [number] o [number] días por semana… etc.
¡Hasta luego! [Nombre] y [Nombre]
Paso 3. Listen to your classmates’ emails. Do they have the same information as you and your partner? Does the class agree? Do you all know the college well?