2.5.3: Conversación
- Page ID
- 282562
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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: La rutina
Paso 1. Pretend you are looking for roommates to share an apartment. Interview your classmates to find out about their routines and fill in the table below. Add a few activities of your own at the bottom.
Modelo:
Estudiante 1: ¿Cuándo trabajas?
Estudiante 2: Trabajo los lunes y los miércoles.
Use the plural form of the definite article to refer to habitual actions (ie - actions that take place every week. (los lunes - every Monday, los martes - every Tuesday, etc.)
| Compañero/a 1 | Compañero/a 2 | Compañero/a 3 | |
| trabajar | |||
| estudiar | |||
| mirar televisión | |||
| limpiar la casa | |||
| ¿? | |||
| ¿? |
Paso 2. Look through the information you collected. Are there any similarities in the class? What are the main differeneces?
Preparación comunicativa 2: Nuestros horarios
Paso 1.
Taking Carolina’s schedule as an example, create your own. List the classes that you are taking in the same way she did, and include two extracurricular activities (e.g., a part time job, plans to study, etc.) during the week and on the weekend. Draw your calendar, and prepare to share it with your classmates.
| domingo | lunes | martes | miércoles | jueves | viernes | sábado |
|---|---|---|---|---|---|---|
| 21 - Mudanza al campus | 22 | 23 | 24 | 25 | 26 | 27 |
| 28 |
29 - Comienzo de clases 8:00-8:50 Teatro 10:20-11:00 Estadística 11:30-12:30 Practicar yoga con Gailey (gimnasio) |
30 9:35-10:50 Lingüística 11:10-12:20 Literatura 13:00-17:00 Trabajar en la biblioteca |
31 8:00-8:50 Teatro 10:20-11:00 Estadística 11:30-12:30 Practicar yoga con Gailey (gimnasio) |
1 9:35-10:50 Lingüística 11:10-12:20 Literatura 13:00-17:00 Trabajar en la biblioteca |
2 8:00-8:50 Teatro 10:20-11:00 Estadística 11:30-12:30 Practicar yoga con Gailey (gimnasio) |
3 21:00 Fiesta Comienzo del semestre (en casa) |
|
4 10:00-14:00 Estudiar (biblioteca) 16:00-18:00 Fútbol (estadio) |
5 Día del trabajo ¡No hay clases! |
6 9:35-10:50 Lingüística 11:10-12:20 Literatura 13:00-17:00 Trabajar en la biblioteca |
7 8:00-8:50 Teatro 10:20-11:00 Estadística 11:30-12:30 Practicar yoga con Gailey (gimnasio) |
8 9:35-10:50 Lingüística 11:10-12:20 Literatura 13:00-17:00 Trabajar en la biblioteca |
9 8:00-8:50 Teatro 10:20-11:00 Estadística 11:30-12:30 Practicar yoga con Gailey (gimnasio) |
10 Visitar a mi familia (Corpus Christi) |
Paso 2. Talk with a partner and describe your schedule. Go back and forth with your partner about what you do on different days of the week.
Modelo:
Estudiante 1: Mi clase de matemáticas es los lunes y los miércoles.
Estudiante 2: No tengo una clase de matemáticas, pero mi clase de música es los lunes.
Paso 3.
Ahora con tres o cuatro compañer@s, compare your classes and activities and fill in the table below. Find similarities. Talk about yourselves individually (yo forms), two of you (ellos/ellas), one of you in third person (él/ ella), and you all (nosotros). Create a summary of your discussion to present to your classmates.
|
Clases |
Actividades |
|
|---|---|---|
|
Yo |
||
|
Compañero: _____ |
||
|
Compañero: _____ |
||
|
Compañero: _____ |
||
|
Ellos / ellas |
||
|
Nosotros |
Preparación comunicativa 3: Los cumpleaños
Paso 1.
Walk around the room to find out your classmates´ birthdays and ages. Fill in the table.
Modelo:
Sara: ¿Cuándo es tu cumpleaños?
David: Mi cumpleaños es el nueve de abril.
Sara: ¿Cuántos años tienes?
David: Yo tengo 22 años.
|
enero
|
febrero
|
marzo
|
abril David - 9 de abril (22 años)
|
|
mayo
|
junio
|
julio
|
agosto
|
|
septiembre
|
octubre
|
noviembre
|
diciembre
|
Paso 2.
Fill in the blank according to the information you found in the table above.
- mayoría: majority
- mayor: older
- menor: younger
- La mayoría de la clase tiene ________ años.
- La mayoría de la clase es mayor que _________ años.
- La mayoría de la clase es menor que _________ años.
- Los meses populares con muchos cumpleaños son ________ y _________.
- Los meses poco populares sin (without) cumpleaños son ________ y _________.
Paso 3. Write several sentences comparing the ages and birthdays of students based on the information in the table above. Are there any similarities? What are the differences?
Modelo:
Raúl es mayor que (older) José.
José es menor que (younger) Raúl.
Raúl y José tienen veinte años.
Mary y Susan tienen cumpleaños en diciembre.
Preparación comunicativa 4: Unas conversaciones
Paso 1.
With a classmate, prepare a conversation. You will need to use the vocabulary and structures you have learned so far. Include the following information.
You are conducting a survey about classes and buildings on campus. Interview a volunteer about the classes that they take (What are they? What days do they take place? What are they like? Etc.). Also, ask them about some of the buildings where they spend more time (pasar más tiempo) while on campus (Where are the buildings? What do they have inside? Etc.).
You are being interviewed about the classes that you are taking this semester and some of the buildings around campus. Answer the questions providing as much information as possible.
Paso 2.
When you are done, work with another classmate. Reverse your roles.
Preparación comunicativa 5: Las clases de Butler
It has been a week since classes started. Work with a partner to write an email to your high school Spanish teacher telling them about the classes that you are taking. Tell them about your schedule (talk about days of the week for different activities) and what the professors who teach them are like. Don’t forget to start and finish the email with a proper salutation and goodbye.